The demand for Korean language education has surged due to globalization and the spread of Korean Wave (Hallyu), leading to diverse approaches based on learners' purposes and interests.
Having gone through various teaching methods such as grammar-translation, direct, and audio-lingual methods, communication-based and task-based approaches are now mainstream.
Going forward, we need to develop more effective Korean language education methods by utilizing new technologies such as artificial intelligence and strengthening the expertise of instructors.
Ⅰ. Introduction
Today, Korean language education enjoys high demand worldwide, driven by rapid globalization and the Korean Wave (Hallyu). Korean has emerged as a language many aspire to learn, increasing the importance of Korean language education and leading to its diversification to cater to various purposes and interests.
With the increasing number of foreign workers and the implementation of the Employment Permit System, Korean language education has become essential for them. The rising demand from those seeking work and education means that Korean language education focuses not only on language acquisition but also on enhancing communication skills in daily life.
Therefore, Korea is striving to develop and provide effective Korean language education methods that meet the diverse needs and purposes of foreigners. In this process, reflection on professionalism and systematization must begin with a review of the history of Korean language education. To explore and develop current educational methods, we must understand the methods used from the past, analyze the characteristics developed in each era, and consider strategies for future education.
Ⅱ. Main Body
To classify Korean language education based on its purpose, let's first examine the concept of Korean language education and the characteristics pursued in each era.
First, the dictionary definition of Language Teaching Methodology is the method of teaching a target language to learners of a second or foreign language. This is also paired with a systematic strategic approach to teaching more than one foreign language.
The word "systematic" here implies that the approach has evolved over time. This means that new approaches have been continuously incorporated to overcome the shortcomings of previous research methods.
So, what are the methods used in each era, and what are the new approaches to address the limitations of those methods? To understand this, we will examine the concept and characteristics of language teaching methodology and the concept and characteristics of Korean language teaching methodology.
a. Concept and Characteristics of Language Teaching Methodology
The language teaching methodologies can be summarized chronologically as follows:
1. Grammar-Translation Method [Period: Late 18th Century – 19th Century]
Used from the late 18th to the 19th century, the Grammar-Translation Method was applied to the education of Greek and Latin for the study of medieval classical literature. It emphasized vocabulary memorization, and teachers guided learners to understand the content through translation. Vocabulary and grammar were central, and the learners' native language was used.
However, this method can make it difficult to understand vocabulary and grammar due to its lack of context, and its teacher-centered, one-way approach can lead to boredom and alienation among learners.
2. Direct Method [Late 19th Century – Early 20th Century]
Emerging in the late 19th and early 20th centuries, the Direct Method was an attempt to overcome the limitations of the Grammar-Translation Method. This method focused on the actual use of language, emphasizing learners' direct use of the language. It also emphasized oral learning and conducted lessons centered on the target language to emphasize the practicality of learning.
The main strength of the Direct Method is that it emphasizes communication skills, providing experience in the actual use of language. This can improve learners' communication skills. However, this method uses only the target language, requiring a fluent teacher and potentially making systematic teaching difficult.
3. Audiolingual Method [1940s – 1950s]
Used in the 1940s and 1950s, the Audiolingual Method was influenced by behaviorist psychology and structuralist linguistics. This method mainly features pronunciation emphasis, minimal use of the native language, and repetitive oral expression learning.
The strength of this method is that repetitive oral practice improves speaking and listening skills. However, a drawback is that the emphasis on accurate pronunciation can decrease confidence.
4. Methods Based on Cognitive Learning Theory [1960s Onward]
Emerging in the 1960s and beyond, methods based on cognitive learning theory emphasize learners' cognitive abilities. They encourage learners to discover rules themselves and treat language learning errors as a natural part of the learning process.
5. Communicative Language Teaching (CLT) [1970s Onward]
Communicative Language Teaching, which became mainstream in the 1970s and beyond, focuses on real communication situations and has learners perform various activities using the language. Teacher intervention is minimized.
6. Task-Based Approach [1970s Onward]
Applied from the late 1970s, the Task-Based Approach focuses on real-life communication situations and guides learners to perform various tasks using information.
So, what are the concepts and characteristics of Korean language teaching methodology?
b. Concept and Characteristics of Korean Language Teaching Methodology
Korean language teaching methodology can be divided into five periods according to the passage of time.
1. Early Stages of Korean Language Education (Before 1958):
Before the establishment of educational institutions, the Grammar-Translation Method was prevalent. Basic grammar and vocabulary learning were emphasized, and conversational textbooks were also translation-centered.
2. The Inception and Development of Korean Language Education (1959-1985):
Due to the lack of educational institutions, individual instruction was provided to people with specific professions. The Audiolingual Method was dominant, and mechanical repetition practice was emphasized.
3. The Expansion of Korean Language Education (1986-1997):
An integrated teaching method incorporating speaking, reading, listening, and writing was introduced. While still emphasizing grammar, it also paid attention to fluency and communication skills. The task-based teaching method was emphasized, contributing to improved communication skills. This can be considered a transitional period from the Audiolingual Method to Communicative Language Teaching.
4. The Stabilization of Korean Language Education (1998-Present):
With the rapid increase in educational institutions and the establishment of most university-affiliated institutions, the field entered a stable period. Communication-centered teaching methods became mainstream, but task-based teaching methods and functional integrated education are also practiced concurrently. Integrated teaching methods emphasize real-life communication, enabling learners to effectively utilize the four language skills. The purpose is to improve learners' ability to express themselves and to ensure they understand the speech and writing of others.
5. The Rise of Task-Based Teaching Methods:
Currently, task-based teaching methods are highlighted as a way to enhance the practicality of education. This aims to prevent one-sided teacher lectures by promoting active learner participation, encouraging learners to take a more proactive approach to learning.
Ⅲ. Conclusion
Korean language education has developed in line with international trends in language teaching methodologies, but it must continue to advance based on professionalism and systematization. This includes paying attention to international trends while also seeking the most effective teaching methods for learners.
Currently, Korean language education combines integrated teaching methods for speaking, listening, reading, and writing skills with task-based teaching methods, maximizing their respective strengths and weaknesses, but to find even better teaching methods, more diverse and effective methods should also be attempted.
For example, encouraging learner discussions, applying experiential learning or AI-powered methods, and effectively utilizing advanced technologies can enhance learning outcomes. Of course, these efforts will require multi-skilled Korean language educators. However, if these demands lead to a concentration of technology, the field of Korean language teaching methodology will make remarkable progress in professionalism and systematization.