South Korea South Korea Folklore And Cultural Contrast Teaching Folk Culture

Language and culture are inseparable, learning a language is bound to involve the culture lies behind the language. Every important language is a mirror of their own national culture, language is a "living fossil" of history and culture. As an important part of culture, folk culture reflects people’s living conditions, and its impact to language is significant. With the increasingly development of the relations between China and Korea, teaching Chinese to Korean has become an important part of the international Chinese language teaching. Korea and China have a homologous culture, and both of the two countries belong to the Chinese Character Cultural Circle, therefore, teaching Chinese folk culture while teaching Chinese language to Korean is worth further research and discussion.Due to the limited conditions, the author is unable to go to Korea for a field survey during the research process, methods mainly adopted in this dissertation include literature research, comparative analysis, interdisciplinary research, etc. This study will use the theories, methods and results of teaching Chinese as a foreign language, culturology, folklore and other subjects. By comparing the folk culture of the two countries, the author will put forward some suggestions to folk culture teaching during Chinese language teaching in Korea. The author will also analyze the representative Chinese teaching material of Korean high school to ensure that the result of the research is accurate and reliable.This dissertation is divided into five chapters, chapter1introduces the origin and research meaning of the study and also introduces the related researches. Chapter2presents the characteristics and classification of Chinese folk culture, and focuses on elaborating the necessity of teaching Chinese folk culture in the teaching of Chinese, In Chapter3, based on the analysis of the present situation of Chinese teaching in Korea, the author analyzes and classifies the folk culture of the three versions of Korean high school Chinese teaching material "Chinese language I ", and according to the results of the study, the author makes comparison and analysis of the main folk culture in China and Korea, then puts forward the folk culture’s impact on learners and its implications for teaching. Chapter4is the strategies for folk culture teaching in Korea. The author first puts forward the proposals of content selection when teaching folk culture to Korean. And in order to improve the Korean Chinese learners’interest in learning, and also to improve the efficiency and quality of Chinese teaching in Korea, the author provides four kinds of teaching methods to explore. Chapter5is the summary. The deficiencies of this dissertation are listed and the author’s hope is proposed in this chapter.Findings revealed:(1) Chinese teaching in Korea needs to establish the important status of folk culture teaching, and also needs further targeted research;(2) Teachers should pay attention to the contrast of the folk culture between China and Korea, and combine language teaching and folk culture teaching to improve the students’ learning interest and teaching quality.(3) Folk culture teaching in the teaching of Chinese in Korea has not yet been forming, therefore, according to the different class types and teaching objects, diversified teaching methods should be adopted in the Chinese folk culture teaching.To sum up, the influence of the Chinese folk culture teaching to learners of Korean cannot be ignored. The comparison of the folk culture between the two countries and the selection of teaching methods demand a higher quality of the teachers. Notice the similarities and differences between Chinese and Korean folk culture, strengthen the folk culture teaching has an important meaning for improvement of Chinese teaching in Korea.