The purpose of this study is to explore the emotional factors of instructional content in korean language education. Though function and effect of emotional factors in language use has educational significance, the study on it's concretion is not nearly investigated.
For materializing the category of emotional contents, I tried to clarify the content system of three abstractive levels of emotional factors in korean language education as follows; first, on the level Ⅲ, it exists in function of integral instruction in language curriculum, Second, it exists in the indexes of educational goal on the level Ⅱ. And third, on the level Ⅰ, it exists in the teaching-learning elements in the classroom.
In chapter 2, I investigated that emotional factor on the abstractive level Ⅲ exists in function integrated with cognitive factor in mental activity. The emotional factor has at least three modes of process of it's own. firstly, it materializes through intervening in the process of combination or organization of the cognitive factors. Secondly, it exists in being not only integral but also active. Thirdly, cognitive factor is understood, bur emotional factor is experienced.
In chapter 3, I examined that the emotional factor of instructional contents could be set up as the substantial indexes of goal-content. In this study, I suggested cultural sensibility and imagination as two indexes of educational goal-content. Cultural sensibility and imagination are required for practically forming the teaching method and procedure.
In chapter 4, I proposed that emotional words, metaphorical schemes, and non-verbal features of language performance, on the abstractive level Ⅰ, are treated as the practical teaching-learning elements in the classroom. These have the significance of counterproposal compared with "an attitude-centered emotional education".
To sum up, materializing the hierarchic category of emotional contents will be a help to found a practical method of emotional instruction in korean language education.