한국어 학습자 대상 문화 중심 교재 분석 연구

This study aims to analyze Korean cultural textbooks that were developed with a primary focus on cultural content, rather than language instruction, and to draw implications for culture-centered textbook development. Traditionally, cultural education in Korean language education has often been treated as supplementary material for language learning or incorporated into extracurricular activities. On the other hand, culture-centered textbooks are designed explicitly with the aim of teaching culture itself, independent of language instruction. Since 2000, approximately 26 culture-centered textbooks have been developed as of 2024. In this paper, the development of these textbooks is categorized into three phases, with the analysis focusing on a selection of nine textbooks from the second and third phases. The analysis criteria are divided into two main categories: external and internal components. The external components include overall design, availability of bilingual or translated versions, provision of audiovisual resources, and ease of purchase. The internal components encompass principles and guidelines for textbook development, methods of cultural presentation, specification and appropriateness of the target learners, and presence of intercultural activities. As a result, several issues are revealed. In terms of external components, the textbooks often lack consideration for user convenience and accessibility. Regarding internal components, the absence of clear development principles and guidelines, as well as a lack of intercultural perspectives in activities, were identified as notable shortcomings. Given the growing interest in Korean culture, which often serves as a gateway to learning the Korean language, there is a need for the development of engaging and learner-centered textbooks that can effectively aid in understanding Korean culture, either before or alongside Korean language learning.