한국 내 한국어 교육기관 고급 교육과정의 숙달도 수준 연구

Abstract

The purpose of this study was to analyze the advanced Korean Language curricula at major language institutions in Korea and further compare the mastery level of the advanced curriculum with the rating system of the International Standard Curriculum of Korean Language. In order to do this, the general objectives and items of topics and functions within Levels 5 to 7 in the International Standard Curriculum, along with the objectives, topics and functions in advanced curricula in major Korean language institutes were analyzed. Followed by a comparative analysis of the objectives and educational contents in the advanced level curriculum of Korean language institutes with the International standard Curriculum of Korean Language, the level of mastery between objectives and educational contents were compared and analyzed. The objectives in Levels 5 to 6 in the International Standard Curriculum were expressing opinions regarding social and abstract topics, and understanding topics from professional fields unfamiliar to the learner in presentations, discussions and debate. The items of topics and functions were also provided accordingly. The objectives that were analyzed from the advanced level curriculum in Korean language institutes were set from Level 5 and 6 to Level 7 in the Standard Curriculum. Among the Level 6 objectives, ‘professional fields, academic topics, professional materials, university level tasks, and complex and professional tasks’ were included as significant portion and this is equivalent to Level 7 in the standard curriculum. The topics from the advanced level curriculum in Korean language institutes mainly included the topic items within the Standard Curriculum and were equivalent to its advanced level. However, there was an imbalance of topics in certain fields and the topics were not covered in depth; moreover, the differences between levels amongst topics in the advanced curriculum of each institute were evident. Regarding function, there was also an imbalance in items in the advanced level curriculum and a high frequency of functions from the basic or intermediate level; therefore, the functions in the advanced curriculum were lower than the suggested level in the International Standard Curriculum. The differences between the functional items compared with the educational objectives in each institute were also significant.