러시아 대학의 한국어교육과정의 현 능력평가제도에 대하여 -러시아 국립극동대학교 한국한대학을 예로

Abstract

According to the curriculum the main purpose of teaching Korean at the higher college of Korean studies is to provide with a solid fund of basic linguistic knowledge and form the most necessary abilities and speech skills in the field of temporary literary language.

Five-year course of teaching Korean is divided into three levels:

Initial (1st and 2nd years 952 auditorium hours), advanced (3d and 4th years 748 auditorium hours), final (5th year 216 auditorium hours).

At the first level teaching is carried on training texts and dialogues specially compiled or adapted for the purpose

The training texts of the first level are meant for learning grammatical categories and as a common aspect of the general course. At the advanced level language teaching is carried on original materials. Training dialogues observe functional and speech approach to the studying of speech turns, great attention is being paid at that to the category of social speech orientation specific for the Korean language (speech etiquette).

The main subject of study at the advanced level is an official written am. official spoken language. Great attention is paid to the analysis of syntactic structures in the official written language, comparison and exposure of semantic equivalents of lexical and grammatical models of the Russian and Korean languages.

At the third (final) level knowledge and skills obtained at the second level are extended and intensified The emphasis is tut on all kinds of translating and interpreting, mainly on successive interpreting. Annotation and abstracting of Korean press, auding of radio and video recordings and translation to the Russian language are distinguished as independent assignments,

Quality of knowledge obtained in the process of study is controlled by means of examinations and tests. At the first year students pass two examinations on Korean at the end of each term; at the second, third and fourth years a test in the midyear and an exam in the end of the year; at the fifth year final examination on Korean in the midyear.

As a rule, examination consists of two stages written and oral. Written examination is taken in advance, at that both vocabulary dictations and examination assignments are made up in several variants in order to include more of the studied material and hamper cribbing. Oral examination is held by means of question cards, all the cards contain different questions and their number should exceed the number of students in the group passing the exam.

In Russia since long ago, as far back as times of tsarist Russia, 5-grade estimation system is applied, that is "excellent" 5, that corresponds to A-, A, and A+, "good" 4, that corresponds to B-, B, B+, "satisfactory" 3, corresponding to C-, C, C+ and D-, D, 0+, "bad" - 2, corresponding to F, and "very bad" 1, that corresponds to F, but it is practically not in use, i.e. in fact we are dealing with 4-grades estimation system Thus students' answers are estimated at the exams, when passing tests two grades are applied passed/ not passed. The estimation system, like the whole system of education, originates from Europe, that is, from Germany and its main drawback at present is little variation and insufficient objectivity. As a matter of fact, it's difficult for a professor to make a choice in case the student knows more to put him a "satisfactory" mark but not enough to put him a "good" mark and, thus, subjectivity and comparison to other students' answers take place and influence the mark. Moreover, if the student gets different marks at the written examination and at the each aspect of the oral examination. these marks are summed up and the simple average is deduced that is also not always objective.