This paper is a report of an attempt to incorporate the three < Uta > activities of poetry, haiku, senryu, and song into Japanese grammar class. We considered the contents and methods of cultural education that overcome the differences in the level of Japanese proficiency of Korean learners of Japanese, promote understanding necessary for learning Japanese, deepen their interest, and motivate them to learn.
As a result, the activity of < Uta > becomes practice of listening comprehension and composition by listening, translating and creating, and it also leads to memorizing words and kanji by examining various words, and it was an opinion that I could learn the emotions peculiar to Japan. In addition, there were overwhelmingly many opinions that the grammatical expressions learned during class could be reconfirmed through Japanese lyrics, and that songs with rhythm rather than general sentences were easier to remember and useful for vocabulary learning. In particular, everyone was interested in the classic traditional < Haiku / Senryu > activities. Therefore, it was found that lessons that incorporate < Uta > activities into the language are effective in terms of language learning, cultural learning, and in the process of regaining motivation for learners who have lost motivation to study Japanese language.