| This research is based on the historical development of Chinese language teaching in Korea. Through the analysis of diachronic, synchronic and the problems of "Three Concerns"(teacher education, textbook development and pedagogical research) of Chinese language teaching, which aims to discover the problem arise in the process of Chinese language dissemination, to understand the characteristics and driving factors while promoting Chinese language, and finally to sum up the mode of transmission of Chinese language in Korea. The research used Korean Chinese communication system as target, with the application of research methods in international spread of Chinese language such as literature study, the macro-system analysis, and global perspective comparative method, to thoroughly analyze issues related to Korean Chinese language dissemination.There are some previous literature related to aspects of Korean Chinese language teaching, but most of them are taken the micro perspective approach to study separated problems. The academic study of the development and mode of history in Korean Chinese language dissemination from a macro perspective are really scant.This topic is not only providing reference on the development of Chinese language education in Korea, but also provides a valuable basis for the formulation of Chinese language spreading plan according to local context. Meanwhile, this study is also worth for reference of localizing Chinese language dissemination in other countries as well.Based on the review of previous studies, first and foremost investigate the diachronic and synchronic issues on the historical development of Chinese language teaching in Korea. This study separates the teaching history of Chinese language and Chinese characters in Korea, the course of foreign language education in different periods of time, the Chinese language teaching in primary, secondary, high schools and Chinese language teaching outside the Korean national education system altogether five aspects were discussed. The study found that Chinese Teaching in Korea started since640s when Silla Dynasty sending large numbers of students to study in Tang Dynasty in group. The following Koryo dynasty, Joseon Dynasty also emphasized on the Chinese language teaching. However, during the Japanese colonial period, due to political reasons, the entire Korea’s education, including Chinese language teaching was almost a standstill. Until the20th century, then only the Chinese language teaching was gradually recovered. Korea has experienced seven times of massive education reform since founding. All subjects including Chinese language were constantly revised due to the social needs change. As an overview on Chinese language education in primary and secondary schools in Korea, private primary schools pay more attention to Chinese language teaching than public elementary schools. Undoubtedly it has led the development of Chinese language teaching in South Korea. The Chinese education in secondary schools is not so optimistic. Due to the restrictions of the academic pressures and education policies, Chinese language is set as second language elective subjects. Normally, students opt from the beginning of the second year of high school. Due to the fact that Chinese language is not the higher examination subjects, so the students’motivation to learn and teachers teaching effectiveness is not optimistic. Chinese language teaching in Korean Higher Learning Institutions showed a relatively better development trends. After a diachronic study in the Korean Chinese language dissemination, it summed up the main drive is the "need" factor."Mastery and widen" the knowledge is the new trend for Chinese discipline development in Korean Higher Learning Institutions.Secondly, this study also investigated the "Three Concern" issue for Chinese language teaching in Korea. Through the investigation on Chinese language teachers’status, the publication of Chinese study literature and contemporary Chinese language teaching methods in Korea, which have revealed that Korea has established a relatively complete system for teachers’management, appointment and evaluation. Chinese language teachers have to pass a series of examinations and certification before step on the podium.The increasing number of local Chinese language teachers is positively related to the increasing number of Chinese language learners. However, the increasing number of Chinese teachers does not meet the growth in the number of students. The Chinese study literatures have increased as the year progresses. The development of Chinese language literature has gradually shown a category diversification and level refinement trends. Korean primary and secondary teaching methods mainly focused on "activity-centered approach" and "communicative approach", however the traditional "grammar-translation method" still plays a leading role in grammar teaching."Collaborative teaching" teaching model provides a good platform for the implementation of the communicative approach. Nevertheless, teaching methods in Korean Higher Learning Institutions are still left behind with the traditional methods and the effectiveness of teaching outcomes is rather poor. Currently, the experts and front-line educationalists’are trying to use modern means to create teaching methods that suit the students.Based on the above investigations, researcher concluded the characteristics and driven factors of Chinese language spreading in Korea. Korean Chinese language dissemination has shown a spontaneous, active, flexible dissemination, showing "from slow to fast" acceleration development trends and Chinese language teaching "commercialization" characteristics. From macro point of view, economic, cultural and political factors are currently the driving forces for Korean Chinese language dissemination. Economic factor is undoubtedly playing a decisive role in modern Korean Chinese language dissemination. From micro point of view, schools, teachers, civil society, and media are factors that play an important role in the spreading of Chinese language. Based on the analysis needs of Korean Chinese language dissemination, researcher has proposed three analytical methods for Globalization Chinese Language Study:"Comparative dissemination trends method I-simple number comparative method","Comparative dissemination trends method II-distribution ratio comparison method" and "Comparative of speed of dissemination method".In addition,researcher has concluded and proposed countermeasures regarding the problems rose in the Korean Chinese language dissemination processes. The study found that the system of Korean Chinese language discipline is relatively promising; the power of the people is the backbone of the Korean Chinese language dissemination. But still, there is a relative lack of local Chinese language teachers and teachers’guidelines. The quality of Chinese language teaching materials, teaching methods and other issues are still room for improvement. To solve the above problems, researcher proposes four main directions for the spreading of Korean Chinese language, there are "plan based on the advantage of an opportunity"-to mobilize all sectors of society forces to promote the spread of Chinese language;"take the lead" in Chinese language spreading-perfect top-level design, the Government should play a leading role;"optimization and improvement "-curriculum and teaching methods to be optimized and improved as to ensure the healthy development of the Chinese discipline construction;"standard first"-to develop a unified syllabus, teaching materials compilation standards and Chinese teachers standards.According to the above theories and practice-based research, this study has constructed a "Korean Model" Chinese language dissemination system which is economic drivers, community-driven, cultural traction, commercial operations. Finally, the article discusses the "demand determinism theory" to support the cases study of Korean Chinese language dissemination and the conclusion of globalization Chinese language study must base on demands. |
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