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The purpose of this article is to make a better direction for a sociolinguistic approach in Korean language education as mother tongue. For develop our study we investigate as follow: the concept of sociolinguistic study, the method of sociolinguistic study, the aim and characters of korean language education, the relation between sociolinguistics and korean language education.
Sociolinguistics is "the study of language as it is used by real speakers in social and situational contexts of use." It has four characteristics. (1) Those who study sociolinguistics are linguists but they have great interests in adding social variables to pure linguistics. (2) The goal of sociolinguistics is to identify a co-variance between language and society and to establish a theory of language performance. (3) Sociolinguistics regards synchronical and diachronical traits as an identical frame. (4) Sociolingustics pays attention to an usage of language in societal contexts and extends language competence, which is the main subject of pure linguistics, to communicative competence.
All linguistic performance are the sociocultural precess to form meaning and communicative behavior. Thus the integration of society, language and culture could be the ultimate aim of Korean language education
The sociologistic meaning of Korean language education contains the situations in which sociologistic contents are dealt with in the education, and the direction by which sociolinguistic study should be carried out. Sociolinguistic forms a basis of language view of Korean language education in terms of emphasizing communicative competence. It is also an important clue to solve the problems faced in Korean language education by describing empirically language. The sociolinguistic meaning of the education is evident in the definition of the nature and objective of Korean language education in curriculum. Korean language education should not be a formal, difficult and unexciting study which has no touch of humanity. So, it should be instructive strategy which become a source of whole life and which all people look in with concern and interest.
For this we need to perform collectively Korean language education, sociolinguistic research and systematization in view of the education.
Sociolinguistics is "the study of language as it is used by real speakers in social and situational contexts of use." It has four characteristics. (1) Those who study sociolinguistics are linguists but they have great interests in adding social variables to pure linguistics. (2) The goal of sociolinguistics is to identify a co-variance between language and society and to establish a theory of language performance. (3) Sociolinguistics regards synchronical and diachronical traits as an identical frame. (4) Sociolingustics pays attention to an usage of language in societal contexts and extends language competence, which is the main subject of pure linguistics, to communicative competence.
All linguistic performance are the sociocultural precess to form meaning and communicative behavior. Thus the integration of society, language and culture could be the ultimate aim of Korean language education
The sociologistic meaning of Korean language education contains the situations in which sociologistic contents are dealt with in the education, and the direction by which sociolinguistic study should be carried out. Sociolinguistic forms a basis of language view of Korean language education in terms of emphasizing communicative competence. It is also an important clue to solve the problems faced in Korean language education by describing empirically language. The sociolinguistic meaning of the education is evident in the definition of the nature and objective of Korean language education in curriculum. Korean language education should not be a formal, difficult and unexciting study which has no touch of humanity. So, it should be instructive strategy which become a source of whole life and which all people look in with concern and interest.
For this we need to perform collectively Korean language education, sociolinguistic research and systematization in view of the education.
목차
1. 들어가며
2. 사회언어학 연구의 특성
3. 국어교육의 이론과 실제에 미치는 사회언어학적 연구
4. 마무리
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UCI(KEPA) : I410-ECN-0101-2009-810-015184982