This article has attempted to provide some guidance and information for improving curricula at Korean universities by analyzing the curricula of American departments of German Studies. For this purpose, the contents and explanations of the website were mainly used. Prior to that, the current state of the Korean Germanistik was briefly descreibed. It was difficult to find cases in which the concept of the desirable learner, the purpose of the department, the goal of the curriculum, and learning outcomes were illustrated by the Korean Department of Germanistik. In contrast, these elements were usually described in the American departments. According to an example university, the department has developed the curriculum by which listening, speaking, reading, and writing can be integrated. In another example, the department offered the learners the opportunity to study in the various fields. The last case was an example of how learners can connect their majors to those of another faculty or department. The contents and materials presented here can be used for the improvement and new development of the curricula at the Korean universities. The departments of Germanistik in Korea have to redesign the curricula so that learners can acquire different skills needed for their future life. To do so, we should above all take into account the concept of the desirable learner, the pedagogical purpose, and the learning objectives of the departments and then provide the learners with a variety of chances to participate in developing a range of capacities. If it succeeds, one can assert the existence value of the department more convincingly.

In dieser Arbeit wurde versucht, die Perzeption der Studenten von dem Kulturlernen im Fremdsprachenunterricht(FU) zu erfassen und über Ausrichtung des Unterrichts für Kulturlernen inklusive Literacies zu diskutieren. Dabei ging ich davon aus, dass der Kulturunterricht an den koreanischen Hochschulen sogennate Multiliteracies einschließen sollen. Dazu habe ich Studenten befragt, um ihre Perzeption von Literacices beim Kulturunterricht zu erfassen. Davor habe ich ein paar Terminologie wie Literacies, Cultural Literacy, Intercultural Literacy, Critical Literacy, und Information Literacy neu definert. Nach der Analyse der Umfragenresultat habe ich die Aufsätze von den Unterrichtsführungen des Intercultural Literacy und Critical Literacy untersucht. Die Analyse hat es gezeigt, dass die meisten koreanischen Studenten Kulturelernen im FU als wichtig fanden. Dagegen glaubten die ähnlichen Zahl der Studenten, dass Critical Literacy im Kulturlernen weniger nötig als andere Literacies war. Das hängt von dem Schulsystem von Korea, weil Lernerinnen in der Schule Kritik nicht so einfach üben könnten. Daher soll man im Kulturlernen an den Hochschulen Critical Literacy behandeln. Außerdem soll man beim Kulturlernen Schwerpunkt an das Interculral Literacy legen, um Studentinnen bei der Vorbereitung auf die globale Welt zu helfen. Die Arbeit hat auf der Grundlage der vorherigen Untersuchungen darüber diskutiert, wie man Intercultural Litarcy und Critical Literacy ins Kulturlernen einführen kann.

The present study has sought to analyse students’ perceptions and needs of intercultural learning in the level of college. Specifically, it examined how culture is conceived and what has been experienced and needed with regard to cultural or intercultural learning by college students. To this end, 120 students from three colleges located in Gwangju and Jeonnam area were asked to respond to a closed (4 Likert-scale) questionnaire which consists of 19 items. The major findings from the analysis are summarized as follows: (1) The students conceived culture as products rather than practices or perspectives; (2) the respondents experienced learning culture mostly in terms of products and practices as well and they are assessed by traditional test methods; and (3) the students were in favor of the multimodal and intercultural approaches to learning culture, although they have seldom learned the concepts such as intercultural communication, intercultural communicative competence etc. They wanted to learn the multiliteracy such as cultural and critical literacy too. Pedagogical implications and desirable directions of the design for teaching culture are discussed.