Comparative Research On Cultural Education Between Confucius Institute And King Sejong Institute

Modern society, blended with the globalization, internationalization and diversification, has been an era of soft power competition. Countries in the world have been exploiting their national soft power construction to enhance their influences; that is, the modern is the most advanced IT era, with Internet, satellite and mobile communication to realize real-time information exchanges among countries in the world; while it is soft power represented by culture that determines a country’s power. Therefore, in order to promote their language and culture, governments have set up language promotion institutes all around the world and developed relevant policies of language and culture promotion, which have gained remarkable achievements.Cultural education plays an important role in language education, while foreign language education aims at enable learners to have a proper communication with native speakers, but which, during the process, could be effected by cultural factor to a large extent, resulting in a miscommunication. Thus, in the promotion and education of language, cultural education has been an indispensable part of language education, both of which are inseparable.With the soft power competition increasingly intense and the modern society in which national language cultural education is being attached increasing importance, this research attempts to discuss the significance of culture promotion in language promotion. Taking the Chinese Confucius institute and Korean King Sejong institute established at the same period as study objects, this paper conducts a comparative analysis of the relevant measures, textbook compiling principles, educational contents and culture experience activities, which are proposed by the two institutes in the aspect of cultural education, so as to improve the soft power and competitiveness and to promote the national language and culture to the world, and in the end, summarize the advantages and disadvantages of the two institutes, as well as put forward corresponding countermeasures and suggestions.The chapter one is mainly about the research object, necessity, summary, method and content. The chapter two, comparing the operation status of Confucius Institute and King Sejong Institute. The chapter three firstly analyzes the relation of language and culture, the concept of culture and cultural education, and the importance of cultural education in language education, and then before analyzing the cultural education of the two institutes in details, taking the Chungnam University Confucius Institute in Korea and the Shangdong University Weihai King Sejong Institute in China as subjects of the study, analyzes the general educational curriculum and textbook situation of the two institutes. From the chapter four to chapter seven, it conducts a comparative analysis of the applied cultural education of Confucius Institute and King Sejong Institute. Specifically, the chapter four studies the object and content of cultural education in the aspects of educational curriculum and textbook compiling principle of the two institutes; the chapter five analyzes the cultural content in the actually-used textbook of the two institutes; the chapter six studies the culture experience activity held by the two institutes apart from textbook; the chapter seven conducts a comparative analysis of the cultural content published in the online education website of NOCFL and the Korea’s King Sejong Institute. Finally, the chapter eight, through the above analysis results to summarize the article, draws a conclusion of the advantages and disadvantages in cultural education of Confucius Institute and King Sejong Institute, as well as proposes the relevant countermeasures and suggestions.