The 3rd International Joint Conference on Korean Studies and Thai Studies

437 Higher Education as an Approach of South Korea’s Soft Power in ASEAN (2000-2015) การศกึ ษาระดบั อดุ มศกึ ษาในการสรางอาํ นาจออ น (Soft Power) ของสาธารณรัฐเกาหลีใน อาเซยี น (2000-2015) Kergrit Suramitmaitree1บทคดั ยอ งานวิจัยฉบับน้ีมีวัตถุประสงคเพื่อท่ีจะศึกษาการสรางอํานาจออน (Soft Power) ของประเทศสาธารณรัฐเกาหลีซึ่งเกิดข้ึนภายในประเทศกลุมอาเซียน (ASEAN) โดยใชการใหโอกาส ทางการศึกษาระดับอุดมศึกษามาเปนเครื่องมือ และงานวิจัยน้ียังศึกษาผลการเปลี่ยนแปลงของทัศนคติของผูที่มีสวนเกี่ยวของในการดาํ เนินการนี้ ในการดาํ เนนิ การวจิ ัยไดมกี ารศกึ ษาจากการรวบรวมขอมูลที่เกี่ยวของเพ่ือนํามาสังเคราะหจ าก เอกสาร ส่งิ ตพี ิมพ และสถติ ติ างๆ รวมไปถงึ การทาํ แบบสอบถามทัศนคติตอสาธารณรัฐเกาหลีของผูทีม่ ปี ระสบการณไปศกึ ษาหรอื ไปเยอื นสาธารณรัฐเกาหลเี พอ่ื นาํ มาวัดผลความสาํ เรจ็ ในการใชอาํ นาจออน(Soft Power) ของสาธารณรัฐเกาหลี โดยผลการวิจัยพบวาผูท่ีเคยไปศึกษาท่ีสาธารณรัฐเกาหลีจะมีความผกู พันตอประเทศเกาหลมี ากกวา ผูท่ไี ปเยอื นชว่ั คราว และมีมมุ มองตอประเทศเกาหลีในมุมมองท่ีลึกซึ้งกวาคนท่ัวไปซ่ึงเปนเพราะพวกเขามีความเขาใจประเทศเกาหลีมากกวาแมวาทั้งสองกลุมจะมีทัศนคติตอประเทศเกาหลที ใี่ กลเคยี งกันคําสําคัญ : เกาหลใี ต การศกึ ษาระดับอุดมศกึ ษา อํานาจออนAbstract The purposes of this study were to study the approach of ROK’s soft power in ASEANcountries by using giving higher education opportunity as a tool. This study also studied theattitude towards ROK of people who has been involved in the procedure of creating softpower. Study process consisted of literature reviews from documents, printed and statisticdata. A survey for attitude evaluation of people who have experience of studying in ROK andpeople who have travelled there has been conducted to evaluating of ROK’s soft powereffectiveness. The results showed that people with experience of studying in Korea are morebounded with ROK than people who only travelled there for a short period. They also look 1 หลกั สูตรศลิ ปศาสตรม หาบัณฑติ สาขาวิชาเกาหลีศึกษา บัณฑติ วิทยาลยั จุฬาลงกรณมหาวิทยาลัย

438into ROK with broader aspects because they have better understanding of ROK even thoughboth groups have similar perspective toward ROK.Keywords: South Korea, Higher Education, Soft Power2Introduction The Republic of Korea (ROK) is well known for their rapid development in economicgrowth. Even though ROK has suffered a lot from being colonized to war, their countrydevelopment reserved commendable. In the developing process of Korean economy, even though there are a lot of factorsbut ‘education’ has always been included. As in the report by the Korea DevelopmentInstitute (KDI) & the Knowledge for Development Program (K4D) of the World Bank Institute(WBI) has reported about the success factor of Korea’s economic growth below: “Success Factors of Korea’s Economic Growth. Nam Duck-Woo, former primeminister, was one of the key policy makers during the high-growth era in Korea. Nam (1997)accounts for the following economic and noneconomic factors that led to successfuleconomic development. Economic factors included (a) an outward-looking strategy, (b)good use of foreign resources, (c) a favorable international environment, (d) education, (e)faith in the free enterprise system, and (f) the activist role of government. Noneconomicfactors include (a) ethnic and cultural homogeneity and a strong Confucian tradition thatplaces a high value on education, achievement, and loyalty to the nation; (b) securitythreats; and (c) political leadership.” (Chung-hae, S., & Chen, D. H. C. (Eds.), 2007, P.32) In order to improve South Korea’s education to higher level for better human capital,ROK started to bring foreign students and professors into their higher education system. Since the late 1990s, ROK has been promoting their education as one of the elementto create attractiveness in the eyes of others. The ROK government is giving scholarships toforeign students from all over the world in order to pursue their goals of becomingeducational hub. With those efforts, Korea has become one of the most attractiveeducation hub in Asia attracted almost 100,000 foreign students every year. 2 Master of Arts in Korean Studies, Graduate School, Chulalongkorn University

439Figure 1: Number of foreign student increasing trends by years. Source: Korea Immigration Service Statistics Soft power was introduced by Joseph Nye as “the ability to influence the behavior ofothers to get the outcome that one wants” by attracting and seducing others rather thanusing coercion or payments. Higher education can be used as one of the Soft powerelements. Higher education as soft power has an impact to create and sustain internationalunderstanding. In addition to the impact of the Higher education as soft power, most of the foreignstudents will return to their countries with the host nation’s information, knowledge andculture comprehension. Information and knowledge that they have learned through personalexperiences help them to have a better understanding of the host country. People whohave better understanding and learned about local culture of a country tend to holdpositive views and favorably support the country more than other people. ASEAN countries are a group of the countries that has a lot of cooperation with ROK.Various co-operations between South Korea and ASEAN have been going on during the pastdecades. For instance, the ASEAN Plus Three cooperation which was founded on 1997 thatcreated variety of improvement in various fields between China, Japan, ROK and ASEAN.Education is one of the fields of cooperation between the parties.

440 This study will look into the Higher Education cooperation between ROK and ASEANduring 2000 - 2015 to determine the actual purpose of the cooperation and benefits for bothparties and prove whether it is effective.Literature review There were various studies regarding the same issue such as “Soft Power In TheContext Of South Korea” by Byambakhand Luguusharav from Central European Universityand “South Korea nation branding strategy: Strength, Weaknesses and Future trends” by MissChidchanok Yomjinda from Chulalongkorn university. Both of their works mentioned about ROK policies and their expected goals.Luguusharav’s study was more focused on higher education exchange that created softpower and compare it with various countries. In term of soft power among East Asia, USA isthe most powerful player. In term of attractive ness USA are the first follow by Japan andChina. However, in terms of culture ROK ranks well above than Japan and China. The‘Korean Wave’ has created a big cultural impact for ROK. These four countries faced theirown obstacles such as USA with the anti-Americanism, China is not attractive with thedomestic policy such as human rights and explicit rejection of liberal democratic value,Japan suffers from the negative images in East Asia from the militarism in the past centuryand trying to wash the negative memories with cultural products. In case of Korea, they areregarded as the less influential country in terms of diplomatic soft power, mainly because ofthe problematic relation with the North Korea that is the main threat to its security. As inConclusion, the major competition for soft power in East Asia would be between USA andChina due to the assertive effort by China. However, this competition would be intervenedby the effort of Japan to protect its existing influence and the attempts of South Koreaexpand its soft power in the region. Yomjinda’s work was improving its images by nation branding policies. She examinedthe strength and weaknesses of ROK nation branding policies by SWOT and TOWS analyses.Which came out as successful economic development and technological industries bring agood reputation to ROK at first. Also the support from government and cooperation with theprivate sectors to promote Korean culture has emphasized the increasing of better nationimage widely. However, there are still many weaknesses and obstacles that South Koreangovernment has to fix such as the lack of integration of government organizations, the NorthKorea threat and the conflicts with neighboring countries in East Asia.

441Objectives 1. To explore South Korea policy in expansion of education opportunity to ASEANstudents and popularity of studying in Korea among ASEAN students. 2. To examine South Korea’s promotion of its soft power through export ofKorea education.Methodology This study mainly uses the secondary data including official documents and statisticsdata to prove the hypothesis and arguments of the author with the addition of attitudequestionnaire to evaluate the effectiveness of the ROK’s soft power influences. 1. Prove the increasing of ASEAN nationality students in South Korea with statisticdata from Korea immigration annual report. 2. Analyze ROK – ASEAN trade revenue data report to see the total exchangerevenue growth and development or decreasing rate. 3. Analyze official documents regarding Education exchange between ROK & ASEAN.(Including Scholarship documents, Official statement by ASEAN & ROK) 4. Survey by questionnaire about people’s attitude towards ROK. To get informationfrom people who have experience of being in South Korea and their perspective changes. The target groups of the survey were people who have been study in ROK andpeople who have visited ROK for travel to see whether if there are differences in attitudestoward ROK between the two groups of people. The questionnaire includes questionsregarded their basic information, education level, knowledge about ROK and attitude. Unfortunately, due to the limitation of research fund and time, the survey was onlyconducted only in Thailand.Result & Conclusion ROK succeed in development of their education system especially the highereducation while they have increased the number of faculty and students internationalexchange. They have also gained international acknowledgement as the education andtechnology hub developed. ROK foreign investments had increased with the help of theirsoft power.

442 Foreign students in ROK have increased dramatically in the past 10 years. It isexpected that ROK will gained more reputation and improve their image in broadly. In caseof ASEAN, ROK already improve its image and reputation with its cultural soft power, the‘Korean Wave’. They are now trying to use higher education to raise more of its reputationby giving more higher education opportunities to foreign students such as exchange programsand scholarship programs. Foreign students in ROK is the main group that would hold apositive perspective of Korea because their understanding of ROK society, language andculture. A survey has been conducted to prove if ROK has improved its image in foreigners’perspective. The survey questions has been divided into 5 parts including personal questions,purposes of their visit to ROK, duration of stay, language proficiency and questions abouttheir perspective in various issues. The survey questions were used in interview and online survey, there are total 971responds. Most of the respondents were female (96.5%) in their 20s. About 80% answeredthat they went to ROK for travel purposes. Other than those who have experience of studyin ROK, there were also people who worked and married to Koreans responded to thesurvey. For result, I divided them into two big groups of people. One is people who haveexperience of study or living in ROK and another group is people who only have visited fortravel. In terms of people who have experience of study in ROK, we have people who studyin university degrees, Korean language study and researchers respond to the survey. Sincethis survey was conducted online, the result was miscellaneous. Bad responds were sortedout. The results came out that people with experience of studying in Korea are morebounded with ROK than people who only travelled there for a short period. They havebetter understanding to ROK culture and society and view them on a more positive view insome categories. They know ROK history, language and common things in the society better. Period and duration of stay in ROK is one of the factors that changes people’s view.Although people who stay in ROK longer will have a better understanding to the society, butsome of the respondents to the survey hold a very negative view on Korea. The reason isthat they face some racist people in Korea. When asked why they are holding negative viewon ROK, they answered that Koreans are racist to other Asian people, as they look down on

443people especially from the South East Asia. Many Thais who went to Korea face racist actsand have those negative views back to their homeland. People who only travelled to ROK and stay there less than 1 month tend to beimpressed with how Korea has developed more than understanding ROK deeply. Manyrespondents answered about the superb mass transit system, cleanliness, public orders,weather and Korean product. When asked if they will recommend their family or friend to study or work in Korea inthe future the result came out quiet close to the same result for both groups of people. Asthey responded that they would recommend their family or friends to study in ROK butmany disagree to recommend their family or friend to work in Korea. This could be explainedas they gave the reason of their answer that ROK unemployed problems is a serious issueand the working atmosphere are not pleased. Koreans like people who work hard butsometime work hard is not the absolute solution for everything. In the other word, Koreanworking style is very different from the Thai way. However, the overall attitudes towards ROK are similar between two groups ofpeople since their aspects are different. While people who have experience of study or livingin Korea who has stay in ROK longer than those who make a visit are looking deep into thewider issue and tourists are only focused on some issue that they could experience in alimited time. Nevertheless, the survey can conclude that ROK has success in improve their imageand lift their reputation among the Thais as the 51% of the respondents answered that theyviews ROK better after their visit, 46% said that their perspectives did not change but alreadybeen fair. Only 3% said that their perspective on ROK get worse.Discussion ROK are expected to try to achieve higher goals as their private sectors haveexpanded their investment into ASEAN. Simultaneous, more and more Korean citizen areliving in ASEAN, it is a challenge of ROK to keep their recognition and reputation in the areaas it is important for their business. In respond to their policies and their attractiveness through their soft power elements,ROK managed to have a lot of foreigners visited and living in their country but there are stillsome problems that they need to solve such as racist and the depression in the society. WillROK solved issue in the future to create more positive image to the eyes of foreigners.

444 Lastly, can we expect the next ROK’s Soft power element in the near future? AfterROK succeed with K-pop, culture and education, will they use another attractiveness toachieve their next goal in ASEAN and the world again?Recommendation We could learn from ROK path of Education development and use it to improve oureducation system. In this research we can see that international exchange play a veryimportant role in education development and create new human capital. ReferencesChidchanok Yomjinda. (2013). South Korea nation branding strategy: Strength. Weaknesses and Future trends. Chulalongkorn University.Chung-hae, S., & Chen, D. H. C. (Eds.). (2007). Korea as a knowledge economy: Evolutionary process and lessons learned. World Bank Publications.Korea Immigration Service. (2010). Korea Immigration Service Statistics 2009. Retrieved December 20, 2015. From http://www.immigration.go.kr/doc_html/attach/imm/f2010//20100604097477_2_2009 %C5%EB%B0%E8%BF%AC%BA%B8_%C7%D5%BA%BB%28%C3%D6%C1%BE%BA%BB %29.pdf.files/PDFBook.htmlKorea Immigration Service. (2010). Korea Immigration Service Statistics 2015. Retrieved June 17, 2016. From http://www.immigration.go.kr/doc_html/attach/imm/f2016//20160615257980_1_1.pdf. files/PDFBook.htmlLuguusharav, B. (2011). Soft Power In The Context Of South Korea (Doctoral dissertation, Central European University).Nye, J. S. (2004). Soft power: The means to success in world politics. PublicAffairs.Watanabe, Y., & McConnell, D. L. (Eds.). (2008). Soft power superpowers: Cultural and national assets of Japan and the United States. ME Sharpe.Yang, R. (2015). China's soft power projection in higher education. International Higher Education, (46).

445 The Current State and Prospects of King Sejong Institute Thailand -Focused on MahaSarakham King Sejong Institute, Thailand – 태국 내 세종학당의 현황과 전망 -태국 마하사라캄세종학당을 중심으로- MahaSarakham King Sejong Institute1Abstract The purposes of this paper were to observe Current State of MahaSarakhamKing Sejong Institute. Korean wave has become globalization since 1990s. Many of Korean LanguageInstitute was set up over the world. King Sejong Institute is One of the Famous Institute. InThailand, There are three of them. Student can improve their language skill through severalKorean Language and Culture courses. Almost of University in Thailand have Korean class and eight of them, high popularityUniversity, open Korean class as a major. Moreover, huge number of middle school and highschool open Korean class as elective subject. They are preparing to contain Korean subjectin Liberal art. And recently, Council of University Presidents of Thailand announcedcontaining Korean in University entrance examination in 2016 academic year. Demand for Korean education will increase more and more. But Educationenvironment and Both Thai and Korean lecturer’s teaching skill still have to improve.MahaSarakham King Sejong Institute has no doubt in English’s importance,second foreign language either. We aim to be the most Effective Korean Language Institutein North-east Thailand due to number increasing of student in near future.Keywords: King Sejong Institute, MahaSarakham, Korean Education 1 Kanokkun Maviang and Yoo, Hee-Kyung: Korean Language Section, Department of Thai andOriental Languages, Faculty of Humanities and Social Sciences and Kim So-yeon: MSU King Sejong InstituteMahasarakham University, Thailand

446들어가는 말 2000년대 이후 한류(Hallyu; Korean Wave) 문화의 확대와 한국 기업의 해외 진출이활발해지면서 한국에 대한 관심과 인지도가 지속적으로 높아지고 있다.한국에 대한 이러한관심은 한국어와 한국 문화를 배우고자 하는 수요와 다양한 학습 목적을 가진 학습자수의 확대를가져 왔으며,해외 여러 지역의 한국어 교육 기관에서 다양한 형태의 한국어 교육이 이루어지고있는 실정이다. 과거에는 일부 대학교와 한글학교,한국문화원 등을 중심으로 이루어지던 한국어 교육이현재에는 보다 다양한 형태의 기관들과 초·중등학교 등의 공교육기관에서 이루어지고 있다.해외의한국어 교육 기관은 정규 교육 기관과 비정규 교육 기관으로 크게 구분할 수 있다.정규 기관은해외의 초 ·중등 과정에서 이루어지는 선택 외국어 과목과 대학의 전공 및 교양 과목을말한다.비정규 기관은 정식 학교 기관은 아니지만 취미나 기타 목적으로 한국어 과정을 열어한국어를 가르치는 기관의 과정을 말한다.특히,재외국민 자녀의 계승어 교육을 위한 한글학교와정부의 한국어 교육 기관인 세종학당 등이 이에 속한다. 해외의 한국어 교육 기관을 기관의 특성에 따라 살펴 보면,대학 기관은 한국어를전공과목이나 교양 과목으로 가르치는 것을 말한다.초·중등학교는 한국어를 외국어 혹은 특별수업 과정으로 다루는 기관이다.한글학교는 비정규교육 기관으로 주로 주말을 이용해서재외국민,특히 재외동포 자녀들에게 ‘계승어’로서의 한국어를 가르치는 곳이다. 2007년 기준으로한글학교는 전 세계에 2,097개교가 설치되어 운영되고 있다.한글학교는 접근성이 좋은 곳에설치되어 있는 경우가 많아서 최근에는 현지인 대상의 한국어와 한국 문화 교육 기관으로 주목을받고 있다.세종학당은 대한민국 정부가 인가한 해외 공식 한국어 교육 기관을 말한다.세종학당의지원 ·관리는 문화체육관광부 산하 기관인 세종학당재단의 기준을 따른다. 이 외에도 현지의한국대사관이나 한국교육원,한국문화원에서 한국어 강좌를 직접 운영하거나,현지에 진출한 한국기업에서 직원 대상 한국어 교육을 실시하기도 한다.또한 사설 학원에서도 한국어 교육이활발하게 이루어 지고 있다. 구분 <표1>해외의 대표적인 한국어 교육 기관대학 기관 특징 한국학,한국어학,한국어 교육 등의 전공 과정 및 한국어 교양 강의 개설·운영초·중등학교 외국어 선택 과목 및 특별 수업 개설·운영한글학교 재외국민의 한국어, 한국 역사,한국 문화 등을 교육하기 위한 비정규 학교세종학당 문화체육관광부의 산하 기관인 세종학당재단이 국외 한국어 교육을 총괄 기타 ·지원하는 공식 한국어 교육 기관 현지 한국대사관이나 한국문화원 및 한국교육원 기업체에서 운영하는 한국어 교실 및 사설 학원 등

447 해외의 한국어 교육 기관 중에서 세종학당은 세종학당재단 산하의 해외 한국어 교육기관으로 전세계 53개국에서 135개가 설치 ·운영되고 있으며,국외 한국어·한국문화교육을지원하는 대표적인 공공기관으로 자리매김하고 있다.2015년을 기준으로 태국에는 주태국한국문화원 세종학당,방콕세종학당(탐마삿대-한국외국어대), 마하사라캄세종학당(마하사라캄대-상명대), 치앙마이세종학당(치앙마이대)등 모두 네 곳의 세종학당이 설치 ·운영되고 있다.태국의경우,2000년대 이전에는 국제 결혼과 고용 허가제 시행 등으로 인한 한국어 교육에 대한 수요가많았지만, 2000년대 이후에는 한국 드라마와 한국 문화에 대한 관심이 높아지면서 다양한 목적을가진 학습자가 급격하게 증가하고 있는 지역이다.이에 따라 다양한 형태의 한국어 교육 기관이설치 ·운영되고 있으며,그 중에서도 세종학당은 태국 전역에서 한국어와 한국 문화를 널리 알리기위해 노력하고 있다. 본고에서는 세종학당을 중심으로 태국에서의 한국어 교육 현황을 살펴보고마하사라캄세종학당을 통해 태국 내 세종학당의 현황과 발전 방안 등에 대해 논의하고자한다.태국은 한국 문화와 한국어 학습에 대한 개인적 수요는 물론,양국간의 문화 교류 사업 역시활발하게 진행되고 있으며,한국 문화 전반에 대한 긍정적인 인식을 가지고 있어 향후에도 한국어교육이 꾸준히 성장할 수 있는 토대가 마련되어 있는 곳이다.따라서 본 연구를 통해서태국에서의 한국어 교육의 발전 방안을 모색할 수 있는 기초가 되고자 한다.2. 태국에서의 한국어 교육 태국은 동남아 한류의 거점으로 한국의 TV 드라마,영화,음반 및 게임에 대한 관심이 매우높으며,민간 차원에서도 이 분야의 시장 진출이 매우 활발하다.2000년 공중파 TV에서 한국드라마 <별은 내 가슴에>가 방영되었고,이후 1년 간 6편, 10여 년 간 190여 편의 한국 드라마가방영되었다. 2005년 방영된 <대장금>이 큰 반향을 일으켰고,최근에는 <태양의 후예>등이태국인들의 폭넓은 관심과 지지를 받았다.드라마에 대한 이런 관심은 K-POP으로 이어져빅뱅,슈퍼주니어,소녀시대,엑소 등이 폭발적인 인기를 얻고 있다.태국인들이 한국의 문화에 대한호감도 역시 꾸준히 증가하고 있다.태국에서의 한국에 대한 인식은 전반적으로 긍정적이며,한국의경제와 문화에 대한 호감이 높은 편이다. 태국을 비롯한 필리핀,말레이시아,인도네시아,캄보디아,라오스, 베트남 등의 동남아시아지역은 2000년대 이후 한국 드라마와 K-POP 등 한류의 영향으로 한국어 학습자가 급격하게증가한 곳이다.한국에 대한 인지도와 한국의 문화·경제에 대한 호감도가 높으며,한국과의 교류확대와 국제 결혼 등으로 인한 다문화 가정의 증가에 따른 한국어 교육의 수요 역시 지속적으로증가하는 추세이다.따라서 현재 이 지역에서는 대학,한글학교,초 ·중등학교,세종학당,정부 산하기관,직업훈련원,사설 학원 등 다양한 교육 기관에서 한국어 교육이 이루어지고 있다. 태국의 본격적인 한국어 교육은 1986년 송클라대에서 교양 과정에 한국어 강의를개설하면서 시작되었다.현재는 대학,세종학당,한글학교,중 ·고등학교,사설 학원 등에서 한국어교육이 폭넓게 이루어지고 있다.그 중에서도 최근 가장 활발하게 한국어 교육이 운영되고 있는곳은 중 ·고등학교로,한국어 반 개설 수가 전체 24개국 중에 일본,미국에 이어 세 번째로 많고학생 수는 전 세계에서 가장 많다.

448 2007년에 태국 교육부에서 한국어를 제2외국어로 지정하였고, 2008년부터 중·고등학교에서 한국어 교육이 시작되었다. 2011년부터는 태국 교육부의 요청으로 한국의교육부에서 태국의 중 ·고등학교에 한국인 교원을 파견하고 있으며,이를 계기로 한국어를제2외국어로 선택한 학교와 학습자 수가 급격하게 증가하였다.2014년을 기준으로 태국에서한국어 교육 과정이 운영되는 초·중등학교의 수는 74곳이며,학생 수는 22,150명으로추산된다.한국어 학습자 수는 계속 증가할 것으로 보이며, 2013년 기준으로 제2외국어를 공부하는중 · 고등학교 11개교 중 한국어 학습자의 수가 중국어와 일본어에 이어 3위를 차지하였다.중·고등학교에서의 한국어 교육은 전공 과정과 교양과정,특별 활동과 방과 후 활동으로구분되며,전공 과정의 경우 진학이나 취업을 목표로 말하기,듣기,읽기,쓰기 등을 모두 포함하여 주3시간이상 이루어진다.교양 과정은 말하기를 중심으로 주 1-2시간씩 이루어진다.태국 정부에서도2014년부터 2017년까지 4년 간 총 140명의 태국인 한국어교원을 양성한다는 목표를 세우고 매년35명의 태국인 교원을 대상으로 한국내 한국어 연수를 실시하고 있다.또한 2013년 기준으로 태국대학의 입학시험 중 PAT(Professional Aptitute Test)에는프랑스어,독일어,일본어,중국어,아랍어,발리어 등 6개 언어가 포함되어 있는데 한국어 역시 조만간대학 입학시험 과목으로 포함될 것으로 보고 있다. 대학에서의 한국어 교육이 활발한 곳 역시 태국이다.태국은쭈라롱컨대,부라파대,송클라대,치앙마이라차팟대, 마하사라캄대 등 주요 39개 대학에서 한국어강의를 전공,부전공,교양 과정으로 개설하여 운영하고 있다. 2013년 기준으로 대학 내 한국어학습자의 수는 1,300여 명으로 추산된다.대학의 전공 학과명은 한국어 전공 과정과 한국학 전공과정으로 나뉘지만 한국학 교육에서도 한국어 교육이 중심이 되는 경향이 강하다.한국어 전공과정이 개설된 대학은 24개교이고,한국학 전공 과정이 개설된 대학은 2개교이다.태국 대학의한국어 교육 현황은 [표2]에서 보듯이 쏭클라대는 1986년에 교양 과정에 한국어 강의를 선택과목으로 개설 ·운영하였고, 1997년에는 한국어를 부전공으로 1999년에는 전공으로 개설하여운영하고 있다.쭈라롱컨대는 1996년에 한국어 교육 과정을 개설하고 2004년에는 한국어센터를설립하였다. <표2>태국 대학의 한국어 교육 현황구분 대학명 과정명 설립 연도 비고 1 쏭클라대(빳따니캠퍼스) 동양어학과 한국어전공 1986 2 부라파대 동양어학과 한국어전공 1995 태국어학 및 동양어학부3 마하사라캄대 한국어전공 19974 시나카린위롯대 태국어학 및 동양어학부 1999 한국어전공5 씰라빠껀대 동양어학과 한국어전공 20026 라차팟치앙마이대 인문학과 동양어학부 2004 한국어전공7 나레수완대 동양어학과 한국어전공 19988 쏭클라대(푸껫캠퍼스) 국제학학과 한국학전공 20009 쭈라롱컨대 동양어학과 한국어 부전공 199610 람캄행대 국제학학과 석사과정 199511 컨깬대 1995

449구분 대학명 과정명 설립 연도 비고 12 탐마삿대 2002 13 라차팟나컨빠톰대 2004 14 라차팟푸껫대 2004 15 라차파치앙라이대 2004 16 탁신대 2005 17 치앙마이라차망갈라테그놀러지 2005 18 쏭클라대(핫야이캠퍼스) 2006 19 라차팟마하사라캄대 2007 20 라차팟수린대 2007 21 라차팟나컨라차쓰리마대 2007 22 까셋삿대 2008 23 방콕대 2009 24 라차팟아유타야대 2009 25 치앙마이대 2012합계 25개 대학3. 태국 내 세종학당의 현황과 전망 본 장에서는 세종학당을 중심으로 태국에서 이루어지는 한국어와 한국 문화 교육의현황과 전망에 대해 살펴보고자 한다.이를 위해 마하사라캄대학교와 상명대학교가 공동 운영하는마하사라캄세종학당의 현황을 구체적으로 살펴보고자 한다. 3.1. 세종학당의 현황 세종학당은 한국 정부가 인가한 공식 한국어 교육 기관을 이른다.세종학당은세종학당재단이 제시하는 일정한 기준을 통과해 인가를 받으며 이후 세종학당재단의 인적 ·물적지원과관리를 받게 된다.세종학당의 관리 기관인 세종학당재단은 국외 한국어·한국문화교육기관인‘세종학당’을 지원하는 문화체육관광부 산하의 공공기관이다.정부의 한국어 및 한국 문화 보급사업을 총괄 ·관리하고 있으며,현재 산하에 53개국 135개의 세종학당을 운영 · 관리하고있다.세종학당재단에서는 외국어 또는 제2언어로서 한국어와 한국 문화를 교육하는 기관이나강좌를 대상으로 세종학당을 지정 ·지원하며,온라인 학습을 위한 누리집(누리-세종학당)을개발하여 운영하고 있다.또한 세종학당의 한국어 표준 교육 과정 및 교재를 개발 · 보급하고한국어 교원을 양성,교육 및 파견 등의 사업을 지원하고 있다. 세종학당은 지정 유형에 따라 한국문화원에서 운영하는 문화원세종학당과일반세종학당으로 나뉘며,일반세종학당은 현지 기관이 독립 운영하는 독립형과 국내 대학기관 및비영리단체 등과 연계하여 운영하는 연계형이 있다.

450지정 유형 <표3>세종학당의 유형 및 운영 방식 지정 및 운영 방식 문화원 한국문화원에서 운영하는 한국어 강좌를 세종학당으로 지정 세종학당일반 독립형 세종학당을 운영하려는 현지 기관이 세종학당 재단에 직접 신청 후 독립 운영세종학당 연계형 -현지 대학 독립 운영,현지 비영리단체 독립 운영 등 국내 기관 연계형:해외의 기관과 국내의 기관이 공동 운영 -현지 대학-국내 대학 연계 운영,현지 대학-국내 비영리단체 연계 운영 등 재외공관 연계형:해이의 기관과 해외 대한민국 재외공관(대사관,문화원 등)공동 운영 현재 태국에는 4개의 세종학당이 설치 ·운영되고 있다.태국 방콕에 위치한 주태국한국문화원 세종학당과,탐마삿대학교와 한국외국어대학교가 공동 운영하는 방콕 세종학당,그리고마하사라캄대학교와 상명대학교가 공동 운영하는 마하사라캄세종학당이 있다.그리고 2015년에치앙마이대학교에서 운영하는 치앙마이세종학당이 신규 설치 ·운영되고 있다.구분 학당명 <표4>태국 내 세종학당 현황 설립 연도 유형 1 한국문화원 세종학당 2013 문화원 운영기관 2011 연계형2 방콕세종학당 주태국 한국문화원 탐마삿대학교 2013 연계형3 마하사라캄세종학당 한국외국어대학교 2015 독립형4 치앙마이세종학당 마하사라캄대학교 상명대학교 치앙마이대학교 3.2.마하사라캄세종학당의 현황 마하사라캄세종학당은 태국 동북부 지역을 중심으로 한국어와 한국 문화를 배울 수 있는기회를 제공하고 한국어와 한국 문화를 널리 알려 두 나라의 문화 교류를 활발히 하여 문화적소통 확대에 기여하고자 설립되었다. 마하사라캄세종학당의 유형은 연계형으로처음에는 인제대학교, 두번째에는 단국대학교와공동운영으로 시작하였으나 2014년부터는 상명대학교와 MOU를 맺고 공동 운영 하고 있다.마하사라캄대학교 인문대학학과장인 Kanokporn Rattanasuteerakul이 학당장이며 상명대학교 파견교사, 현지 한국인 교수,현지 태국인 교수 총 3명의 운영요원이 업무를 분담하여 운영하고 있다. 마하사라캄세종학당은 한국어에 관심이 있는 학생, 일반인, 결혼이민자 등을 위한 다양한프로그램으로구성되어 있다. 교육과정은 정규과정과 특별과정으로 나뉘어 있는데 정규과정은초급 (1A,1B반), 중급 (2A,2B반), 결혼이민자반으로 구성되어 있으며 한국어 준비반, 말하기반,토픽반, 문화반 등 다양한 특별반도 함께 운영하고 있다. 한 학기는 60시간으로 마하사라캄대학사 일정에 맞게 학기가 구성 되어 있으며 학기마다 70여명 정도의 수강생이 각자의 관심과수준에 맞게 한국어를 공부하고 있다.

451 <표5>마하사라캄세종학당 교육과정 현황구분 정규 과정 특별과정 1 2 과정명 교재 교육 시간 과정명 교재 교육 시간 3 초급반 각 24시간 4 1A,1B 세종한국어 각 60시간 준비반 자체 제작 중급반 24시간 2A, 2B 1,2 말하기반 1 결혼이민자반 24시간 1A-m, 1B-m 세종한국어 각 60시간 말하기반 2 자체 제작 30시간 3,4 세종한국어 각 60시간 문화반 자체 제작 1,2 토픽반 1,2 자체 제작 마하사라캄세종학당 운영요원 및 전문 교원은 학당의 효과적인 운영과 교육의 효과를위해 교재 및 교수법의 개발에 노력하고 있다. 3.3. 마하사라캄세종학당의 전망 마하사라캄세종학당은 앞으로도 누구나 쉽게 찾을 수 있는 휴식 같은 장소, 한국어를쉽고 재미있게 느끼고 공부할 수 있는 장소, 학생들이 유익한 프로그램을 선택해서 공부할 수있는 장소, 그리고한국어뿐만 아니라 한국 문화를 만날 수 있는 장소가 되도록 다양한프로그램을 개발하여 이 지역의 한국어 저변 확대와 발전을 위해 끊임없이 연구하고 노력할것이다. 앞으로도 마하사라캄세종학당은 세종학당의 설립 목적에 맞게 양국의 문화 교류활성화와 한국어를 배우고자 하는 자를 대상으로 실용 한국어 교육 확산에 더욱 더 노력할것이다.4. 나가는 말 본 연구를 통해 알아 본 결과태국은 한국 문화와 한국어 학습에 대한 관심도와양국간의문화 교류 사업 역시 활발하게 진행되고 있으며,한국 문화 전반에 대한 긍정적인 인식을 가지고있어 향후에도 한국어 교육이 꾸준히 증가할 것으로 보인다. 따라서 늘어난 한국어 학습 수요에부응하기 위해 세종학당은 일관성 있고 체계적인 정책을실현해 나가야겠다. 또한 교사의 질이교육의 질을 좌우하는 만큼 전문교원 육성에 힘써야 함은 물론 각 학당에 맞는 교재와 교수법개발과 좋은 교육시설 환경 확충에 힘써야 할 것이다. 부족하나마 본 연구를 통하여 세종학당 및마하사라캄세종학당을 좀 더 알릴 수 있는 계기가 되길 바란다.

452 참고문헌[보고서]세종학당재단. (2015). 국외 한국어 교육 기관 현황 조사 최종 보고서, 1-10쪽, 146-156쪽.한국문화산업교류재단 (2015). 2014 해외한류실태조사 보고서, 1-66, 171-201쪽외교부. (2014). 태국 개황재외동포재단. (2014). 2014 재외동포 교육 기관 현황한국국제교류재단. (2007). 해외 한국학 백서한국국제교류재단. (2014). 지구촌 한류 현황 1육관석의원실 자료. (2013). 최근 3년간 해외(국가별) 초 ·중등학교 한국어반 개설 현황[논문]권현숙. (2014). 태국 중 ·고등학교 학습자를 위한 한국어 교육과정 설계 연구, 경희사이버대학교 문화창조대학원,석사학위논문노미연. (2009). 태국의 한국어 교육 현황,한국어문학연구 제53집,한국어문학연구학회아리야타나 완추띠마. (2014), 태국에서의 한국학 연구 현황,한국 문화연구 26, 이화여자대학교 한국문화연구원임형재. (2013). 태국 내 한국어교육의 변화와 교육 기반 연구-중등학교 한국어 학습자를 44중심으로,한민족문화연구 집,한민족문화학회진정란. (2012). 태국중 ·고등학교 한국어교육의 현황과 과제,언어와 문화,한국언어문화학회홍지혜. (2013). 태국 고등학교 한국어 학습자를 위한 한국 문화 교육 항목 선정 연구,한국외국어대학교, 석사학위논문Areeyathanawal, Chutima. (2014). 태국 대학에서의 한국학관련 전공자를 위한 교육과정 개발 방안 연구,이화여자대학교 국제대학원,석사학위논문[누리집]세종학당재단 http://www.ksif.or.kr/intro/jaedanprJudge.do교육부 http://www.moe.go.kr문화체육관광부 http://www.mcst.go.krStudyKorean http://study.korean.netMahasarakham KING SEJONG INSTITUTE, Mahasarakham University, Khamriang Subdistrict,Kantarawichai District, Maha Sarakham, 44150, ThailandTel. +66-(0)9-7057-5331 E-mail [email protected]://www.facebook.com/sejongmsu/

































































484เนื้อหาเรือ่ งอักขรวธิ ีภาษาไทยในแบบเรียนภาษาไทย 2 ชุดมีบางสวนท่ีตางกัน ซึ่งพบวา การนําเสนอเน้ือหาเร่ืองสระมีความแตกตางกันมากท่ีสุด เนื่องจาก แบบเรียนภาษาไทย 2 ชุดนี้ ไดนําเนื้อหามาจากหนังสือภาษาไทยตางกัน เชนหนังสือเรียนภาษาไทยไดยึดเนื้อหาบางสวนจากหนังสือ “ลักษณะภาษาไทย” ของบรรจบ พันธุเมธา และไดสอนเนื้อหาเรื่องอักขรวิธีโดยยึดความรูดานสัทศาสตรจากหนังสือ “ระบบเสียงภาษาไทย” ของกาญจนา นาคสกุล สวนภาษาไทยพื้นฐาน ไดนําเนื้อหาเร่ืองอักขรวิธีภาษาไทยจากหนังสือ“บรรทัดฐานภาษาไทย เลม 1”อกี ประการหนึง่ แบบเรียนภาษาไทย 2 ชดุ เขียนในชวงเวลาตางกัน ซ่ึงหนังสือเรียนภาษาไทย เลม 1เขยี นเสร็จในป ค.ศ.1989 สว นภาษาไทยพ้ืนฐาน เลม 1เปนแบบเรียนภาษาไทยท่ีตีพิมพคอ นขางใหม โดยผลติ ครงั้ แรกเมื่อป ค.ศ.2008 เนื้อหาภาษาไทยในระดับกลาง ไดพบวา แบบเรียนภาษาไทย 2 ชุดนี้ไดคัดเลือกเนื้อหาจากหนังสือเรียนภาษาไทยทีใ่ ชในโรงเรยี นระดับประถมศึกษาในประเทศไทย และผูเขียนไดปรับเปล่ียนภาษาและเนอ้ื หาบางสว นในบทอา น เพอื่ ใหเ หมาะสมกับผูเรยี นซ่ึงเปนชาวตา งชาติ เชน หวั ขอ เรือ่ ง “โตว าที”“เมขลากับรามสูร”“อุตสาหกรรมเกษตรกับสังคมไทย”“คอมพิวเตอรเพื่อนรัก” เปนตน และบทเรียนบางเรื่องยังไดคดั เลือกเนือ้ หามาจากนวนิยายไทย เชน นวนยิ ายเรือ่ ง “นา้ํ ใสใจจรงิ ”“จดหมายจากเมอื งไทย”“สงครามชีวิต”เปน ตน บรรณานุกรมกระทรวงศึกษาธกิ าร. (2523). หนงั สือเรยี นภาษาไทย ชน้ั ประถมศึกษาปท ี่ 3 เลม 2 (พมิ พค รัง้ ท่ี 2). กรงุ เทพฯ: โรงพมิ พค ุรสุ ภาลาดพราว.กระทรวงศกึ ษาธกิ าร. (2527). หนงั สอื เรียนภาษาไทย ชัน้ ประถมศึกษาปท ่ี 6 เลม 2 (พมิ พค รั้งที่ 2). กรุงเทพฯ: โรงพมิ พครุ สุ ภาลาดพราว.กระทรวงศึกษาธิการ. (2534). หนังสือเรียนภาษาไทย ชุดพ้ืนฐานภาษา ช้ันประถมศึกษาปท่ี 2 เลม 2. กรุงเทพฯ: โรงพิมพค ุรสุ ภาลาดพรา ว.กระทรวงศกึ ษาธิการ. (2540). หนังสอื เรยี นภาษาไทย ชดุ พนื้ ฐานภาษา ช้นั ประถมศึกษาปท่ี 4 เลม 1 (พิมพค ร้งั ที่ 4). กรงุ เทพฯ: โรงพิมพคุรสุ ภาลาดพรา ว.กระทรวงศึกษาธิการ. (2540). หนังสือเรียนภาษาไทย ชดุ พ้ืนฐานภาษา ชั้นประถมศกึ ษาปที่ 6 เลม 1 (พมิ พค รั้งท่ี 2). กรงุ เทพฯ: องคก ารคา ของครุ ุสภา.กระทรวงศึกษาธกิ าร. (2554). บรรทดั ฐานภาษาไทย เลม 1 (พิมพคร้ังที่ 2). กรุงเทพฯ: โรงพิมพ สกสค. ลาดพราว.กาญจนา นาคสกุล. (2551). ระบบเสียงภาษาไทย (พิมพค รัง้ ท่ี 6). กรุงเทพฯ: จฬุ าลงกรณม หาวทิ ยาลัย.โกชยั สารกิ บุตร และสมพร สารกิ บุตร. (2521). แนวการวิเคราะหและประเมินผลแบบเรยี น. กรงุ เทพฯ: แสงรงุ การพิมพ.

485เทอดศกั ด์ิ นสิ ังกาศ. (2532). การวิเคราะหจ ินดามณี เลม 1: เนอื้ หาดานอกั ขรวธิ .ี กรุงเทพฯ:มหาวิทยาลัยศรนี ครนิ ทรวิโรฒ มหาสารคาม.บรรจบ พนั ธเุ มธา. (2555). ลกั ษณะภาษาไทย (พมิ พค รง้ั ที่ 19). กรุงเทพฯ: มหาวทิ ยาลยั รามคําแหง.นวลทพิ ย เพมิ่ เกสร. (2551). กลวธิ บี างประการในการสอนภาษาไทยแกชาวตางประเทศ: วเิ คราะหจากแบบเรียนภาษาไทยพ้ืนฐาน 8 เลม . กรุงเทพฯ: ภาควิชาภาษาไทย คณะศิลปศาสตรมหาวิทยาลัยธรรมศาสตร.ประสรรค ตนั ติเสนาะ. (2548). การวิเคราะหกลวธิ ีการนําเสนอเน้ือหาในตาํ ราภาษาไทยของพระยาศรสี ุนทรโวหาร (นอย อาจารยย างกรู ). กรงุ เทพฯ: สาขาวิชาภาษาไทย คณะศิลปศาสตรมหาวทิ ยาลยั ธรรมศาสตร.ปรยี า หริ ญั ประดิษฐ. (2545). รายงานผลการวิจยั เรอ่ื ง สถานภาพการเรยี นและการสอนภาษาไทยใหแ กช าวตางประเทศ. นนทบุร:ี สาขาวิชาศิลปศาสตร มหาวิทยาลยั สโุ ขทัยธรรมาธริ าช.พระยาอุปกิตศลิ ปะสาร. (2532). หลกั ภาษาไทย. กรุงเทพฯ: บริษทั สํานักพิมพ ไทยวฒั นาพานิช จํากดั .ฟู เจิงโหยว. (2544). การเรียนการสอนภาษาไทยในมุมมองจากมหาวิทยาลัยปกก่ิง ใน การสัมมนาระดับภมู ภิ าควาดว ยการเรียนการสอนภาษาไทยในบรบิ ทไทยศกึ ษา. สํานักงานปลดั ทบวงมหาวทิ ยาลยั .. (2010).廖宇夫 基础泰语 1. 广州: 广东世界图书出版公司.. (2008).罗奕原 基础泰语 2. 广州: 广东世界图书出版公司.. (2009).黄进炎 & 林秀梅 基础泰语 3. 广州: 广东世界图书出版公司.. (2010).黄进炎 & 林秀梅 基础泰语 4. 广州: 广东世界图书出版公司..潘德鼎 (2010). 泰语教程 1. 北京: 北京大学出版社..潘德鼎 (2010). 泰语教程 2. 北京: 北京大学出版社..潘德鼎 (2008). 泰语教程 3. 北京: 北京大学出版社..潘德鼎 (2005). 泰语教程 4. 北京: 北京大学出版社.