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A comparative study of South Korea and Chinese foreign literature education - Focused on the works of Alphonse Daudet in Korean/Chinese middle school language textbooks

  • DONAM OHMUNHAK
  • Abbr : 돈암
  • 2016, 30(), pp.267~302
  • DOI : 10.17056/donam.2016.30..267
  • Publisher : The Donam Language & Literature
  • Research Area : Humanities > Korean Language and Literature > Korean Literature > History of Korean Literature
  • Published : December 31, 2016

Lee Jungsuk 1

1산동대학교

Candidate

ABSTRACT

The following study aims to explain the educational goals and the aligning educational contents of South Korea and China by comparing foreign texts included in Korean/Chinese language textbooks of both countries. Firstly, the reason why Korean and Chinese textbooks differ in their inclusion of foreign texts is can be explained by the difference in attitudes towards translated foreign literature, and the difference in educational goals of both countries, which is in turn based on differing views regarding literature of the two countries. Examing the new educational programs of Korean/Chinese language courses, China is focused on Socialism tailored with Chinese characteristics, and recognizes the importance of diversity and creativity, as to fit the changing global situation. On the other hand, Korean language education is changing as to emphasize the concrete properties the Korean language has. However both do not possess separate plans for foreign literature education which take into account the distinctive characteristics of foreign pieces. French writers most commonly appear in both countries' textbooks. 'La Dernière Classe' by Alphonse Daudet, contained in Chinese textbooks, is used as a typical way of enhancing patriotism, which is a major doctrine of the Communist party of China. The educational goal of China can be inferred from this. South Korea previously followed the same path of China by including 'La Dernière Classe'. However the piece currently included is 'Le Secret de maître Cornille', by the same author. This piece was included as to equip students with different methodologies and principles used for interpreting in various perspectives. Chinese language education focuses on the need for comparative independence from national politics and diversified reading. Korean language education also focuses on reading foreign pieces of literature to experience alien methods of thought and emotional structure, and the need to aim for universality. The globalized era in which various countries and cultures co-exist, there is need for understanding of different countries and cultures. Cultural exchange by means of reading foreign literature contributes to global literature, as well as enriching the literature culture one is in. Through the results of the following study, it is expected that there be arranged revisions and suggestions regarding foreign literature education, and this contributes to literature education of both countries.

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