國語 敎育과 『言語· 使用· 敎育』

Abstract

Having a critical attitude toward Korean language teaching in Korea, this paper intend to analyse the actual conditions of it and to search for the key questions of turning out a failure through examining the curriculum. In the view of the results so far analysed, I estimate that the misconception about fundamental factors of language teaching had brought the original cause of ineffiency and confusion in the Korean language teaching. The contents of misconception are as belows; 1) On language, there is a narrow conception from linguistics that language is confined within narrow limits so-called word[sign] itself. Some theorists of Korean language teaching give their supports to it, so that they look upon language as self-efficient thing. By such a view the Korean language teaching was led to the training of language skill which is performed in the field of secondary language teaching. For getting rid of falling into secondary language teaching, they ought to broaden the conception of language in native language teaching to the extent of involving the factors of language; speaker, listner, referent, word itself and so on. 2) On use, there is strained interpretation of which the use of language is merely the utilization of it, so that they regard that the best course of language learning is being experienced repeatedly. Although such a method has some kinds of benefit in language training, it cannot escape from the worry of being lost the creative aspects of language use. For this reason, meaning of the language use is different from the utilization of things such as car, spoon and so on; it is really creative activity. 3) On education, especially in language teaching, there are various kinds of notion. The methodological research, however, needs to convert from simply repeated practice to develop creative faculty, Being based on the assumption of learning through repetition, the curriculums of Korean language teaching are composed of similiar practice tautologically, and then its effect is restricted to the learning of skill only. Consequently, the Korean language teaching in Korean school ought to establish the right conception about the fundamental factors of language; human being as creator, language behavior as creative process, and content as being systematized with the knowledge of 'Literatur Wissenshaft'.