1. The Korean Language and Literature Society of Korea aims to contribute to the development of academia by contributing to the improvement of Korean culture and promoting academic exchanges and academic advancement among its members by studying Korean and Korean literature. 2. The purpose to publish the Journal of <Korean Language & Literature> four times a year and to present the results of Korean and Korean literature to academia and to contribute to academic development. In particular, the papers of each major area of the study of Korean linguistics, classical literature, modern literature, and Korean language education are reviewed and published through a rigorous screening process. 3. The purpose is to develop academic societies and exchange academic studies by holding national academic presentations and general meetings for Korean language literature once or twice a year.
Starting from around the mid-2010s, “Speaking” curriculum started to emerge.
This change is highly due to the way university education requires communication in order to acquire and express knowledge. In addition, even after graduating university and working for a company, communication and speaking strategies are essential. In regards to this condition, the importance of speaking education in universities needs more consideration.
Research on the existing speaking curriculum has been developed as follows.
Most existing studies were conducted on middle school and high school students.
Studies also including Korean speaking education for foreign students. However, the study of speaking subjects for a small number of Koreans consists of a special and fragmentary dimension. There are only a small limited amount of study on non-contact university speaking curriculum. The purpose of this study is to recognize the issue mentioned and to comprehensively grasp the current status of speaking education in consideration of the following purposes and to examine their own prospective direction.
First, we examined the system and curriculum of university speaking courses in two forms and identified characteristics of the two mixed form. We created 17 different categories and studied the frequency from 11 university that adopted university speaking courses. Here, we also looked at the matters that should be applied more flexibly to the contents of the lecture in consideration of the situation during the pandemic. In addition, on the premise that there is a possibility of switching to a non-contact lecture at any time, we researched the method of non-contact response to university speaking courses.
The existing speaking curriculum in university deals only in the speakers’ perspective. Accordingly, studies in the listeners’ perspective is also required.
In particular, it is essential to further understand the role of recipients listening at an analytical level. Here, it was noted that counseling psychology approaches from a more analytical level according to individuals and groups, recipient situations, affiliation, and psychological environment.
One of the characteristics of the existing speaking curriculum is the elements from a linguistic standpoint. According to this idea, the contents covered in the speaking subject were within the range of simple conversation and speech approached from a linguistic standpoint. Here, it is possible to organize into stories that exchange fragmentary conversations using narrative studies, and further organize them more closely in terms of discourse.
In this study, I tried to prepare educational content by suggesting metaphorical thinking as an alternative to overcome the biased theme consciousness of <Samogok>. To this end, the meaning and structure of metaphorical thinking were clarified, and the actual educational content of <Samogok> was prepared from the point of view of metaphorical thinking.
Paying attention to the characteristic of metaphorical mobility, metaphorical thinking was viewed as a concept that includes the expansion of the cognitive structure that learners can form through metaphors, the formation of relationships with objects, and the subjective construction of meanings for the given meanings.
And the structure of metaphorical thinking was proposed as the formation of a relationship with a heterogeneous object by similarity, the formation of a new gaze on the object, and a reinterpretation of the given meaning.
These contents can be a way for <Samogok> to transmit the value of filial piety and overcome the limited understanding that was perceived as a sanction.
In addition, it can be an alternative for in-depth metaphorical education by solving the problem that metaphoric education was limitedly focused on justice and effect in literature education.
This study aimed to examine the development aspect of Yeomrakpung poetry by Nampo Kim Man-Young, a literary person of Honam in the 17th century and the meaning and perspective of the poetry. Yeomrakpung is related to the poetical style of Confucian scholars in Song Dynasty. Kim Man-Young’s poetry was connected to Yeomrakpung because it was mentioned in the preface and epilogue of his collection of literary works and his records.
Kim Man-Young is a local Confucian scholar who was born in Naju, Jeonnam in the 17th century and finished his life there. At that time, he was recommended for an official post by many people due to his learning and virtue, and good behaviors, but he was a local scholar from noble family who stayed out of the government service. He was also much respected by many local people as he lived a life as a Confucian scholar. Meanwhile, he was naturally engaged in writing poems while living a common life and approximately 530 poems with 460 themes were handed down. Of all the poems handed down, 85 poems with 73 themes were classified into Yeomrakpung poetry.
It was suggested that the main themes of Yeomrakpung poetry by Kim Man-Young were moral mind, government property, nature and reading.
Specifically, he expressed the will of moral mind training, acquired the exquisite principles through government property, admired nature, declared he would obey to nature, dealt with pleasure of reading and criticized Scriptures. Therefore, this study recognized that they were main themes of Yeomrakpung poetry and specifically examined the development aspect.
In Chinese poetry history in Korea, Yeomrakpung poetry continued since Confucianism of Song Dynasty had been introduced. It is meaningful that Kim Man-Young’s Yeomrakpung poetry naturally reflected his academic world through poetry and revealed his peculiar characteristics. Kim Man Young witnessed difficulties of local people while living in local areas and expressed what he saw in his poetry. This study suggested that future studies should pay attention to it.