International Journal of Pedagogics
393
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue06 2025
PAGE NO.
393-396
10.37547/ijp/Volume05Issue06-104
Criteria For Selecting Country Studies Texts In Korean
Language Education And Their Significance In Developing
Socio-Cultural Competence
Erkinov Ahrorbek
Trainee teacher at the Namangan State Institute of Foreign Languages named after Iskhokhon Ibrat
, Uzbekistan
Received:
26 April 2025;
Accepted:
19 May 2025;
Published:
30 June 2025
Abstract:
Socio-cultural competence is a key skill in the digital age, enabling students to critically evaluate
information sources related to Korean culture, identify reliable data, and engage with cultural contexts
responsibly. This article explores the significance of country studies texts in Korean language education for
developing socio-cultural competence and presents the main criteria for selecting such texts. By linking criteria
such as authenticity, modernity, cultural relevance, language complexity level, and alignment with the curriculum
to practical strategies, the a
rticle provides a foundation for enhancing students’ socio
-cultural competence.
Practical strategies include applying a three-stage system for working with texts, exercises for analyzing cultural
realities, comparative analysis, and independent projects aimed at deepening cultural knowledge. These
approaches not only enrich students’ understanding of Korean culture but also promote thoughtful and analytical
engagement. This article contributes to the development of teaching methodologies that foster conscious,
reflective, and ethically responsible socio-cultural competence in students.
Keywords:
Socio-cultural competence, country studies texts, Korean language, cultural competence, text
selection criteria, Korean culture, critical thinking, foreign language teaching strategies.
Introduction:
In the era of globalization, especially in
the context of the rapid spread of Korean culture
worldwide (the "Korean Wave" or Hallyu), it is
becoming increasingly important to develop not only
students' language skills but also their socio-cultural
competence when learning Korean. Socio-cultural
competence encompasses students' abilities to
understand Korean culture, recognize cultural
differences, engage effectively in intercultural
communication, and exhibit appropriate behavior in
various situations within Korean society [1]. Country
studies texts play a crucial role in developing such
competence, as they provide students learning Korean
with authentic information about the lifestyle, values,
traditions, history, and contemporary life of the Korean
people.
The process of selecting and using country studies texts
in Korean language education requires a well-thought-
out approach. These texts should not only enhance
language
skills
but
also
deepen
students’
understanding of Korean culture, increase their
intercultural sensitivity, and help them recognize
similarities and differences between Korean and their
own cultures. What criteria should guide the selection
of such texts? What features should these texts
possess? Finding answers to these questions is
essential for Korean language instructors [2]. This
article aims to define the criteria for selecting country
studies texts in Korean language education and
examines their significance in developing socio-cultural
competence. Additionally, the article presents
strategies and methods for working with country
studies texts, as well as ways to improve their
effectiveness.
Literature Review and Methods. The issues of selecting
country studies texts and developing socio-cultural
competence in Korean language education have been
explored by various Korean and international scholars.
For instance, in her book "Country Studies in Korean
Language: Theory and Practice," Park Ji-young
emphasizes the importance of such texts in language
education, arguing that they must be modern and
authentic and should reflect key aspects of Korean
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
culture [3]. Lee Hyun-joo, in her work "Socio-Cultural
Approach to Teaching Korean," highlights the need to
focus on cultural realities when selecting country
studies texts [4].
Kim Young-woong, in his study "Developing Cultural
Competence in Korean Language Learning," proposes a
comprehensive approach to selecting country studies
texts. He suggests that criteria such as language
complexity, cultural significance, and alignment with
the needs of the target audience should be taken into
account [5]. Western scholars like Byram and Zarate
also stress the importance of developing socio-cultural
competence in foreign language education and
highlight the key role of country studies texts in this
process [6]. The study used methods such as
pedagogical observation, comparative analysis, and the
generalization of experimental findings.
When selecting country studies texts in Korean
language education, the following key criteria should
be considered:
•
Authenticity. Country studies texts should
be as authentic as possible, accurately and reliably
reflecting Korean culture [7]. Authentic texts expose
students to real-life language environments and
include materials such as newspaper and magazine
articles, literary works, historical documents, online
content, street signs, and advertisements. Although
some adaptation may be necessary for pedagogical
purposes, preserving the original content and cultural
features is essential.
Modernity. The texts should reflect modern Korean
culture and address current, relevant topics. This
allows students to gain up-to-date knowledge about
contemporary Korean society. Topics such as the global
popularity of K-pop, K-dramas, Korean cuisine, and
technological innovation are particularly motivating
and engaging for students [8].
Cultural significance. Texts should highlight essential
aspects of Korean culture, including values, traditions,
customs, holidays, historical events, and everyday life.
They should showcase the unique features of Korean
culture and underline what differentiates it from other
cultures, allowing students to develop a deeper cultural
understanding.
Language complexity level. Texts should correspond to
students' language proficiency and be slightly above
their cu
rrent level (according to Krashen’s i+1 theory).
Overly complex texts may discourage students, so
selecting materials that match their abilities is crucial.
Interest and motivational appeal. Texts should be
selected based on students' interests to capture their
attention and boost motivation for learning the Korean
language and culture. Consideration should be given to
students’ age, gender, interests, and career goals to
increase the effectiveness of the learning process.
Alignment with curriculum. Texts must correspond to
the goals and objectives of the curriculum and the
needs of the students. They should cover themes,
grammar structures, and vocabulary specified in the
curriculum and contribute to the development of
communicative competence.
Presence of cultural realities. Texts should include
culturally specific elements such as eating customs,
holiday rituals, family relationships, the education
system, and business etiquette. This helps students
grasp the distinctive aspects of Korean culture.
Freedom from cultural stereotypes. Texts should avoid
reinforcing cultural stereotypes and provide an
objective representation of Korean culture. This
prevents the formation of misconceptions and
promotes
a
more
accurate
and
respectful
understanding of the target culture.
In Korean language education, country studies texts
perform several essential functions in developing
socio-cultural competence:
Expanding cultural knowledge: Country studies texts
enrich students with historical, geographical, socio-
political, and cultural information about Korea. These
texts cover diverse aspects of Korean culture, including
traditions, values, customs, holidays, historical events,
art, literature, and culinary culture. Such knowledge
broadens and deepens students' understanding of
Korean culture.
Enhancing cultural awareness: These texts increase
students’ awareness of both their own and other
cultures. By studying Korean culture, students begin to
perceive their native culture from a different
perspective and recognize cultural similarities and
differences. This contributes to developing their
intercultural sensitivity and awareness.
Developing intercultural communication skills: Country
studies texts prepare students for intercultural
communication situations. They introduce students to
key aspects of Korean verbal and non-verbal
communication, politeness formulas, speech etiquette,
and interaction norms, thereby enhancing their ability
to communicate effectively with Korean speakers.
Increasing cultural sensitivity: Such texts foster
sensitivity towards other cultures and teach respect for
cultural differences. They help students develop values
such as tolerance, openness, and respect for cultural
diversity.
Fostering cultural identity: Studying foreign cultures
through country studies texts also strengthens
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
students’ understanding of their own cultural identity.
Learning about other cultures helps students recognize
and appreciate the unique aspects of their own, thus
raising their level of cultural self-awareness.
Discussion. The following strategies have proven
effective when working with country studies texts in
Korean language education:
Three-stage approach: Working with texts using a
three-stage approach
—
pre-reading, while-reading,
and post-reading
—
is advisable.
In the pre-reading stage, it is important to activate
students' prior knowledge, generate interest in the
topic, and introduce new vocabulary.
During the while-reading stage, students engage in
reading, comprehension, and analysis of the text.
In the post-reading stage, exercises are conducted to
expand cultural knowledge, develop communication
skills, and apply acquired knowledge in practice.
Cultural realities analysis: Identifying and explaining
Korean cultural references within the texts, and
comparing them with similar concepts in Uzbek culture,
deepens understanding and encourages intercultural
comparison.
Comparative analysis
Conducting comparative analysis between Korean and
Uzbek cultures enhances intercultural awareness.
Using tools like Venn diagrams to visually represent
similarities and differences between the two cultures is
particularly effective.
Project work: Assigning students independent projects
on specific aspects of Korean culture fosters research
and inquiry skills. For example, students can prepare
presentations, videos, or blogs on topics such as the
history of Korean cuisine, traditional holidays, music,
dramas, and cinema. This also nurtures their creativity.
Role plays and simulations: Simulating real-life Korean
cultural communication scenarios helps develop
practical intercultural communication skills. Examples
include role plays involving Korean restaurants, family
meetings, university classes, or job interviews, which
teach students how to act appropriately in culturally
specific contexts.
Use of visual materials: Incorporating photos, videos,
slides, and other visual content during text-based
lessons enhances students’ understanding of Korean
culture. Visuals help clarify abstract cultural concepts
and make them more accessible.
Use of authentic materials: Articles from Korean
newspapers and magazines, excerpts from TV
programs, Korean songs, advertisements, and
announcements are effective tools for enriching
cultural content and deepening students' knowledge.
CONCLUSION
The selection and use of country studies texts in Korean
language education play a crucial role in developing
students’ socio
-cultural competence. When choosing
such texts, it is important to adhere to criteria such as
authenticity,
modernity,
cultural
relevance,
appropriate language complexity, engaging and
motivational content, alignment with the curriculum,
presence of cultural realities, and freedom from
cultural stereotypes.
Effective strategies include the three-stage reading
approach, cultural analysis, comparative analysis,
project-based learning, role plays and simulations, and
the use of visual and authentic materials. Future
research should focus on developing innovative
methods for working with country studies texts in
Korean, making greater use of modern information and
communication technologies, and creating effective
tools for assessing cultural knowledge. This will
contribute to improving the quality of Korean language
education and better preparing students for
intercultural communication.
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