There are many affective features in language use and literature experience. These are either contents or methods of curriculum for korean-language arts. Affectivity and its education need to reconceptualize in the ground of specific property of Korean-language arts. Because affective researches based on psychology in general have interested on basic sensational response of mental phenomena. Though these researches result in considerable achievement in theory of infant development, It is not enough to make clear the whole phenomena of affectivity and its education. Therefore study on affectivity should meet interdisciplinary approach with literature theory, aesthetics and philosophy.
It is emphasized on 'the refined affectivity(contains emotion)' that co-raises with text experiences as important curricular contents in korean-language arts. The affective is available as specific communicative feature in language use and its context in korean-language arts.
The affectivity in korean-language arts should approach in mecro-perspective as follows.
procedure for carrying out curriculum
(1) Aiming affective level in language activity of students
(2) Selecting text that raises affective response of students
(3) Reflecting affective objective in student assessment
strategy of affective activity
(1) Using instruction model for affective language activity (skill/speech act/genre/theme)
(2) Using instruction model to be familiar(have positive motive) with korean language arts
(3) Application of teacher model as 'affective apprentice' in the class of language arts
growth/effectiveness of the affective
(1) Instruction design emphasized affective feature of text(subject) in korean language arts
(2) Instruction practice emphasized affective response of learner (text-receiver)
Some meaningful recommendations to promote affective education in korean language arts are as follows.
1) Beyond the taxanomy : As affectivity is a kind of integrated mobilizer making self-judgement, we should escape from the educational philosophy of 'taxanomy' which is known as 'engineering system'. To beyond taxanomy, many kind of endeavor is necessary. For example thematic curriculum(or attitude oriented curriculum) development is required in korean language arts gradually.
2) Developing the affective of ordinary language : It must be developed the affective element necessary for educational and cultural need in our ordinary korean language use. For example, Having social or personal communication effectively, humor is very important affective element, so it has educational value.
3) Thinking for relationship through affective education : When teaching language use and a diversity of text, one should put weight on the affective as to practice desirable relationship. Without thinking for relationship through affective education, critical thinking is futile. It is meaningful to establish teaching-learning model to tie the cognitive and the affective.
4) Learning meta-affective : Affective education in korean language arts had better take concrete learning task for the sake of successful affective effect. Meta-affective may be categorized as follows. ① affectivity about the affective ② cognition about the affective ③ affectivity about the cognitive.