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УЧЕНЫЕ ЗАПИСКИ КАЗАНСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА Том 149, кн. 4 Гуманитарные науки 2007
УДК 811.531
THE BASIC DIRECTION OF THE KOREAN LANGUAGE TEXTBOOK DEVELOPMENT FOR NON-NATIVE KOREAN LEARNERS IN RUSSIA
Bu-mo Kwak
Abstract
The purpose of this study is to criticize and examine the problems of the current Korean Language Textbooks used in Russian Universities to propose diverse and flexible Korean Language Textbook most appropriate to the context of KFL (Korean as a Foreign Language) in Russian Universities, and to develop Korean Language education materials adjustable to Korean Language classrooms in Russia. In order to achieve these goals, this study researched the following:
1) Functions of KFL Textbook;
2) Analysis of well-known Korean Language textbooks used in Russian Universities;
3) The basic direction for KFL textbook development in Russia.
Aforementioned researches lead to the development of KFL textbook schemes that may be used in Korean Language Department of a Russian University.
1. Introduction
Unlike cognate languages of Russia such as Spanish, French, and German, Korean is one of the most difficult languages for Russian speakers to learn because of its profoundly distinct cultural features, entirely different sound patterns and vocabulary, unique writing system, predicate-final sentence structure, word structure with extensive agglutination of suffixes, intricate hierarchical system of honorifics, and so on. To optimize and maximize Russian speaker’s learning of this truly foreign language, therefore, KFL textbook must be based on the soundest pedagogical principles and approaches, on the one hand, and must deal adequately with the huge linguistic, sociolinguistic, and cultural differences between Korean and Russian, on the other. For this reason, KFL textbook for Russian speakers will be designed and developed to meet diverse learner needs with these requirements in mind.
2. Functions of KFL Textbook
In general, KFL textbooks have the following arguments.
First, KFL textbook is a framework which regulates the curriculum, in the eyes of learners, no KFL textbook means no purpose, without KFL textbook, learners think their foreign language learning is not taken seriously, in many situations, a KFL textbook can provide a syllabus, a KFL textbook provides ready-made teaching texts and learning tasks, and the most important of all, for novice teachers a KFL textbook is guidance and supporting.
On the other hand, the above arguments have brought with as the following KFL textbook’s functions:
• Embodiment of curriculum in KFL classroom; the curriculum has the basic purpose of educational goals and contents. KFL textbooks make the curriculum concrete by defining specific learning goals, course contents, learning methods and evaluation methods.
• Offering systemized knowledge; refining the systemization of knowledge by subjects to emphasize the most important content so that students can learn with greater ease.
• Increasing capacity for self-directed learning; help learners to acquire good study habits and develop a positive attitude and capacity for self-directed learning.
• Cultivation of high level thinking ability; cultivate learner’s research ability, capacity to express themselves, critical judgment, and originality by presenting subject material in a varied manner.
• Relationship between KFL textbook content and real modern Korean life; stimulate active learning by utility of KFL textbook content.
The based on the above KFL textbook’s functions, the functions are symbolized as the Table 1.
Table 1
3. Analysis of well-known Korean Language textbooks used in Russian Universities
In Russia (Including CIS), the representative Universities that have Korean language department or Korean language and literature department are shown in the Table 2 [1, p. 65-79].
Most Korean textbooks which are used in Russian Universities are made by Yon-sei University, Seoul National University, Korea University, and Ewha Women University in South Korea. These KSL textbooks are for learners who would like to learn Korean, especially those who are learning Korean in South Korea of Seoul city. For this reason, These KSL textbooks which were developed for learners who live in Seoul are not suitable for learners who are learning Korean language at a Russian University.
There are just several Universities using self-made KFL textbooks in Russia, such as Moscow State University, Moscow State Institute of International Relations, Moscow Institute of Foreign Languages, and Ussuriysk Pedagogical University. Thus, I make an analysis of well-known Korean Language textbooks used in the above Russian Universities. Particularly, through the Analysis of a representative
Table 2
Area University Using Korean Textbook
Moscow Institute of Asian and African Studies, Moscow State University Self-made KFL textbook
Moscow State Institute of International Relations (MGIMO) Self-made KFL textbook
Moscow Institute of Foreign Languages Self-made KFL textbook
St. Petersburg St. Petersburg State University Self-made KFL textbook
Sakhalin Sakhalin Pedagogical University Yonsei University KSL (Korean as a Second Language) textbook 1-6 Seoul national University KSL textbook 1-3
Khabarovsk Khabarovsk Pedagogical University Korea University KSL textbook 1-6
Irkutsk State University Korea University KSL textbook 1-6
Irkutsk Language University Korea University KSL textbook 1-6
Alma-Ata Kazakh State University Yonsei University KSL textbook
Alma-Ata State University Yonsei University KSL textbook Ewha Women University KSL textbook 1-3
Kazakh University of International Relations Yonsei University KSL textbook
Kazakh National University Yonsei University KSL textbook
Tashkent Nizami Pedagogical University Seoul national University KSL textbook 1-3
Institute of Oriental Studies Seoul national University KSL textbook 1-3
International Language University Seoul national University KSL textbook 1-3
University of International Relations Seoul national University KSL textbook 1-3
Bishkek Bishkek Humanitarian University Yonsei University KSL textbook
Kyrgyz State University Yonsei University KSL textbook
Kyrgyz Institute of Oriental Studies Yonsei University KSL textbook
Vladivostok Far East State University Self-made KFL textbook
Ussuriysk Pedagogical University Self-made KFL textbook
Economy University Yonsei University KSL textbook
Technology University Yonsei University KSL textbook
Far East Economy University Yonsei University KSL textbook
University’s KFL textbook1, we can develop Korean language education materials adjustable to Korean language classrooms in Russia.
3.1. MSUT - Касаткина И.Л., Чон Ин Сун, Пентюхова В.Е. Учебник корейского языка: базовый курс. - М.: Муравей, 2004.
Analysis of MSUT is as the Table 3.
1 1. Institute of Asian and African Studies, Moscow State University’s KFL textbook (hereafter “MSUT”).
2. Moscow Institute of Foreign Language’s KFL textbook (hereafter “MIFLT”).
3. Ussuriysk Pedagogical University’s KFL textbook (hereafter “UPUT”).
Table 3
The theme’s contents Text Grammar point
Phonetic system of Korean alphabet a) Greeting b) Friend c) Bookstore d) My family e) Introducing family f) Birthday g) Phone call h) At park i) Appointment Principles of syllable Subjective Portative cases Accusative case, Verbs and adjectives Word-formation Auxiliary verb Punctuation marks Verb endings in Present Indefinite (polite form) Simple sentence Intonation in simple sentence Dative case Demonstrative-subjective pronoun Two forms of subject Phonetic interchanges Principals of strengthening faint voiceless vowels Plural Derivational suffixes of politeness Pronouns Local case Common case Future Indefinite Negative Numerals (Counting. Date. Time.) Temporal postposition Interrogative pronoun Attributive form of adjectives Instrumental case Imperative mode Invitee mode Adjective of synchronisms Prolonged form Interrogative ending form in spoken language
Family Family The second stem of predicate noun Past Indefinite Counting words and counting complexes Adverbial verb ending Causative relations Local case in bench-mark meaning Word-formation Substantive ending
A day’s life in University a) The first day of fresh-person b) University life c) With my family Participle Attributive subordinate clause Temporal subordinate clause Subordinate clauses formed by substantive
Describing Korean lesson 1 Korean language department (1) Postposition Intentions adverb ending Conditionally temporal adverbial verb ending Possibility (impossibility) of doing
Auxiliary noun Concessive-oppose adverbial verb ending Auxiliary verb
Describing Korean lesson 2 Korean language department (2) The second stem of verbs and adjectives Instantaneity of action ending Auxiliary verb Connecting form Direct speech, subordinate clause Negative
Buying things a) Buying birthday gift b) At market c) Buying product Politely-speaking forms of last predicate Form of last predicate ending Temporal subordinate clause The second participle in past indefinite ending Particle
Geographical feature of Korea a) Korean peninsula b) Simple history of Korea c) Russia Neutral forms of last predicate Figures of enumeration Superlative degree of adjectives Connective adverbial verb ending Attributive form of couple Approximateness of numbers Joining form Course of action adverbial verb ending
Travel Traveling in Korea Substantive form Comparative particle Postposition Future Indefinite Causative adverbial verb ending Verbal-nominate predicate subordinate nominate Word-formation Spoken verb ending form Construction with the meaning “be able (be not able)” Spoken verb ending form
Introducing Seoul city a) Seoul b) Pyeongyang c) Moscow Kremlin Auxiliary verb Oppose adverbial verb ending Course of action adverb ending Intentions adverbial verb ending Construction Indirect question form Ending of last predicate Construction with the meaning of suggestion
Transportation a) Inchun International Airport b) Seoul subway Construction Particle, in case of homogeneous parts of a sentence Word-forming Distributive adverbial verb ending Causative adverbial verb ending Resulting adverbial verb ending Conjunctions
Phone call Phone call Colloquial forms of last predicate Ending of last predicate Interrogative pronouns Temporal suppositional adverbial verb
ending Compound predicate Double suffix of Past Indefinite
Locations & Directions a) On the street b) At market Substantive ending Interrupt action adverbial verb ending Interrogative pronouns Concessive adverbial verb ending, Interrogative pronouns Word-formation Norman adjective Construction Purpose adverbial verb ending Abridged form of due to
Korean legends a) Story of Chunhyan b) Hare and Turtle Indirect speech Formal Participle Construction Form of double negative Temporal subordinate clause Positive condition adverb ending Postposition Category of voice Frequentative form of verb
Seasons a) Four seasons of Korea b) Making Kimchi Decorative words Forming adverbs from nominate adjectives Construction, Adverbial verb of degree ending Substantive ending Verbal postpositions Forming stimulating voices Construction with the meaning of supposition
Holidays National holiday and festival days Auxiliary verb Indefinite-negative pronoun Forming of passive voice Interrogative spoken ending Form of last predicate
This KFL textbook consist of 24 lessons, each of which comprises a main text followed by vocabulary, grammar, and exercise sections. From chapter 1 to chapter 10 learners are introduced to Korean alphabet and basic principles of pronunciation. The main text in each lesson is based on modern Korean life, culture, and society, which use basic grammar and vocabulary. The grammar section in each lesson is introduced according to their degree of difficulty to enable learners to use grammar correctly. This KFL textbook is good for Korean beginners. In this textbook, however, many typographical errors and awkward expressions have been found. And also, the exercise section focuses on only structural drills and sentence patterns studied. In next revising, this textbook has to give learners such exercise to apply the language they have learned in range of activities.
3.2. MIFLT - Новикова Т.А., Иващенко Н.В. Учебник корейского языка: начальный курс. - М.: Муравей-гайд, 2000.
Analysis of MIFLT is as the Table 4.
Table 4
The theme’s contents Text Grammar point
Phonetic system of Korean alphabet (No text) Principles of making syllables Phonetic alternation of roots, assimilation
Objects What is this/that/it? Interrogative Object pronoun Demonstrative Pronoun Main case Nominative case Polite forms of the ending predicate Adjunctive particle
Jobs and family Introducing family Pronouns Genitive case Copulative conjunction Compatible case Interrogative pronoun Polite forms
Describing Room Our room Prolonged type category Locative pronouns Interrogative-locative pronoun Dative case Distinguishing particle Honorific (polite) form of the nominative case
Introduction Daily life Present continuous tense Verbal adverb Copulative verbal adverb Negative category Accusative case Dative-locative case Dative case Peculiarities of distinguishing particle and main case usage Non-derivative adverbs Limitative particle
Seasons Four-Seasons of Korea Adjective Comparative and superlative degrees of adjectives Comparative construction and construction of the superlative degree Interrogative pronouns Nouns derived from adjectives Alternation of the following type
Class Introducing the teacher Instrumental case Imperative-invitation mood of the verb Derivative adverbs Ending of the verbal adverb of simultaneousness Infinitive
Writing letter Lonely life and letter Written style Dative case Dative-locative case Construction verb
A day of the week Sunday Future simple tense Past simple tense Sentence with subordinate clause Conditional verbal adverb Conditional clause Usage of accusative case with motion verbs
A Hobby Tastes differ Opposing verbal adverb Concessive subordinate clause Distributive-alternative verbal adverb The category of repetitive action verb Participle Attributive subordinate clause Complex future tense Interrogative-indefinite pronouns
Location & Direction Asking how to get to there Verbal adverb Verbal adverb of precedence Verbal adverb of common relation Verbal adverb of aim Complex verbs
Traditional Korean clothes Introducing traditional Korean clothes Category of willingness Postposition Category of the direction of an action Category of action attempt Interrogative form of ending predicate Non-conjugative adjectives
The habit A lazy fellow who became a cow Auxiliary nouns Subordinate clause subject Objective subordinate clause Subordinate clause of reason Apposition Participle in the form Verbal adverb of momentary change of action
Foods Introducing Korean food Historic alternations Subordinate clause of time Time clause
Travel Trip to Kyongju Cardinal numbers Dates Time complexes
Visiting Visit to hospital Modality Category of possibility/impossibility Category of obligation Category of permission/prohibition of an action Category of probability Category of transitiveness/ intransitiveness of a verb Postposition
Shopping Shopping Counting complexes Reason of motivating
Opposing verbal adverb Postposition Derivation of verbs from nouns
Korean mythology Tangun (the founding father of the Korean nation) mythology Indirect speech Verbal adverb Subordinate clause of aim Constructions verb Circumstantial subordinate clause
Phone number Asking about and confirming something over the phone Objective subordinate clauses with verbs of perception Objective subordinate clauses with verbs of mental activity Constructing sentences with auxiliary noun Constructing noun endings
A national holiday National holiday in Korea No grammar point
Hometown Introducing hometown No grammar point
This KFL textbook consists of 20 lessons, each of which comprises a main text followed by lexical commentary, grammar commentary, and exercise sections. The chapter introduces learners to Korean alphabet and basic principles of pronunciation. The main text in each lesson is based on modern Korean life which uses basic grammar and vocabulary. The grammar section in each lesson is introduced according to their degree of difficulty to enable learners to use grammar correctly. In each lesson of this textbook, however, many word errors and awkward expressions have been found. Thus, this textbook makes it harder for the learners to learn Korean, as well as there is not enough material to acquaint the beginners with useful Korean grammar, vocabulary and expressions. In next revising, this textbook has to put as much information as possible, and eliminate many errors and ambiguities of this textbook.
3.3. UPUT - Чалая Е.В., Ли Н.В., Здоровенко Е.Г. Корейский язык -практика устной речи - начальный уровень. - М.-Владивосток: Восток-Запад, 2004.
Analysis of UPUT is as the Table 5.
Table 5
The theme’s contents Text Grammar point
Greetings & Introductions Introducing yourself Getting personal information Subjective case Accusative case Dative case Honorific ending form
Lessons Daily life at the University Dative-location case Instrumental case Common case Negative forms Infinitive ending Irregular verb ending Emphasize particle Copulative adverb
Family Introducing family Category of intention Comparative & superlative forms of adjectives Polite form Prolonged form Irregular verb ending
Describing home About Korean houses Postpositions Attributive form of adjective Prohibitive form of verb Present Indefinite in polite-informal style
Weather & seasons Seasons of Korea Past Indefinite Simple Future Indefinite Complex Future Indefinite Irregular verbs ending Precedence adverb Adversative adverb Complex sentences with subservient name
Hobbies Young-min’s hobbies Verbal postposition Category of wish
Education Pedagogical University Category of supposition using infinitive ending Participle Aim adverb
This KFL textbook consists of 7 lessons, each of which comprises a main text followed by vocabulary, grammar, and exercise sections. This textbook is developed to be used in KFL classroom for practicing writing and speaking. Each theme contains essential minimum of vocabulary introduced as words comment to the theme or text. This textbook doesn’t involve grammatical exercise. In this textbook’s each lesson, however, many word errors and awkward expressions have been found. Thus, this textbook makes it harder for the learners to learn Korean, as well as there is not enough to acquaint the beginners to practice useful Korean grammar, vocabulary, and expressions. In next revising, this textbook has to put as much information as possible, and eliminate many errors and ambiguities of this textbook.
4. The basic direction for KFL textbook development in Russia
As the above analysis shows, most of the KFL textbooks that were developed in Russia Universities are based on the structural approach to language learning, and the text need to focus more on improving learner’s communicative skills. And also there were found many grammatical mistakes, lexical errors, and awkward expressions in the KFL textbooks. They should all be corrected in the near future.
A KFL textbook is for learners who are beginning to learn Korean as a foreign language in Russia; it should be developed by the following basic principles.
• First, on the basis of a situation and function-centered syllabus, KFL textbook should be composed of essential vocabulary, grammar, and expressions for beginners derived from everyday situations and functions of real-Korean life.
• Second, KFL textbook should be proposed to enable learners to acquire grammar systematically.
• Third, KFL textbook should be provided various tasks and activities to enable learners to acquire the target grammar and apply it to practical situations.
• Fourth, KFL textbook’s units should be organized in consideration of Russia KFL classroom to facilitate learners’ understanding and application.
• Fifth, KFL textbook should provide the learners with opportunities to use Korean language to achieve communicative purposes, such as listening, speaking, reading, and writing.
• Sixth, KFL textbook should be provided with various illustrations to arise learners’ interests in learning.
• Seventh, KFL textbook should be used not only as a textbook for classes but also as a self-study book and self-assessment if possible as well.
5. Conclusion
All mentioned, I would like to conclude this study with a quotation from Stephen Revere (2005):
“When I started learning Korean in 1995, I was taught things that seemed to elicit nothing but laughter from my Korean friends. Words that would only be used in formal situations and uncommon expressions seemed to make me humorous when I simply wanted to communicate. Cultural lessons in KFL textbook seemed always to focus on Korean traditional dress, music, and superstitions that I never had experienced. As I got better at the language, I realized that teachers want to teach and what most Korean learners want to learn”.
This means that KFL textbook should attempt to bridge that gap. To make the learning of Korean easier, as well as to acquaint the learners with the most practical and useful Korean grammar, vocabulary, useful phrases, and useful texts, KFL textbook should bring learners closer to the breathing language.
Резюме
Бу Мо Куак. Основные направления развития учебника по корейскому языку для студентов, изучающих его в качестве иностранного языка в России.
Целью данной работы является критическое рассмотрение и исследование проблем современных учебников по корейскому языку, используемых в университетах России, чтобы найти универсальный и доступный учебник по корейскому языку, который бы наиболее соответствовал содержанию изучения KFL (корейский язык как иностранный). Также наряду с этим, цель данной работы - это усовершенствование образовательного материала по корейскому языку для более доступного восприятия в аудиториях по изучению корейского языка. Для достижения данных целей автор проанализировал следующее:
1) функции учебника KFL;
2) анализ известных учебников по корейскому языку, используемых в университетах России;
3) основное направление по усовершенствованию учебника KFL в России.
Перечисленные выше пункты анализа позволяют улучшить структуру учебника
KFL, который можно будет использовать в отделениях по изучению корейского языка в университетах России.
Reference
1. Kim Jung-seop. The present situation of Korean language Teaching in Russia // The ministry of Korean education. - 2002. - P. 65-79.
2. Cho Young-mee et al. Integrated Korean: intermediate 1. - University of Hawaii’s Press, 2001. - 2 p. (Preface).
3. Kwak Bu-mo. Gender differences is in the Korean Teacher’s classroom language // J. of Korean language education. - 2004. - V. 15, No 2.
4. Kwak Bu-mo, Jang Ho-jong. The book of workshop on Korean study for Korean teachers. -Korean education center, 2006.
5. Kwak Bu-mo. A study of Korean pronunciation teaching method through the phonologic system comparison of Korean with Russian // The final scholarly-practical conference for the year 2006 at Kazan state University. - Kazan, 2007.
6. Stephen Revere. Survival Korean. - Nexus, 2005. - 1 p. (Preface).
Analysis KFL textbook
1. Касаткина И.Л., Чон Ин Сунн, Пентюхова В.Е. Учебник корейского языка: базовый курс. - М.: Муравей, 2004.
2. Новикова Т.А., Иващенко Н.В. Учебник корейского языка: начальный курс. - М., Муравей-гайд, 2000.
3. Чалая Е.В., Ли Н.В., Здоровенко Е.Г. Корейский язык - практика устной речи - начальный уровень. - М.-Владивосток: Восток-Запад, 2004.
Поступила в редакцию 20.09.07
Куак Бу Мо - магистр наук, приглашенный профессор корейского языка и литературы, английского языка Института Востоковедения Казанского государственного университета.
E-mail: bumocity@hanmail.net
