The purpose of this study is to verify the affirmative effects of learning text structure in the field of Teaching Korean as a Foreign Language, which has already been studied in the various fields of language education, including Korean education. Th...
The purpose of this study is to verify the affirmative effects of learning text structure in the field of Teaching Korean as a Foreign Language, which has already been studied in the various fields of language education, including Korean education. This study focuses on the effect of learning text structure on Korean writing among the four language skills - speaking, listening, reading, and writing. It selected Korean beginners and divided them into an experimental group and a controlled group where the former received the text structure training using the graphic organizer and the latter took general lessons, writing only an outline.
In chapter 1, the study explained the necessity of essential research on the text structure for academic purposes considering that demands for writing, especially for academic writing, were gradually increasing, compared to the past. It examined recent theses of the text structure, by dividing into two parts, the inside and outside of Korean Education.
In chapter 2, the took a closer look at the concepts and characteristics of text, based on the indefinite definition of text. Specifically, it studied on the types and structures of texts, which are fundamentally needed to improve the students’ writing ability. More concrete explanation of the macro structure (causation, problem/solution, comparison) was also added, which was one of three basic text structures (micro structure, macro structure, top-level structure).
In chapter 3, the experiment was carried out with the basic hypothesis that the experimental group which received the text structure training using the graphic organizer would have better writing ability on a superficial form than the controlled group which did not take such training. Prior to the main experiment, the lesson of each of the text structure was carried out on four students from February 12 to 14 in 2007. The main experiment was conducted with courses on the text structures (causation, problem/solution, comparison) twice each, total six times from March to April in 2007. Its subjects were sixteen students whose mother tongue was Chinese or Mongolic, and who were taking Korean elementary courses from K Institute of Language Education.
Moreover, standards of assessment was made based on the writing assessment standards of Lee Wan Gee(2003) and Lee Eun Ha(2007). Then, writing ability was evaluated and randomized students’ writings were reviewed by two Korean professors who had three or more years of careers in the field of teaching Korean as a foreign language to ensure reliability between the markers.
In chapter 4, it was proved that the experimental group which received the text structure training has better writing ability on the superficial form than the controlled group. And there was no significant difference in learning types of the text structures (causation, problem/solution, comparison).
In chapter 5, it was concluded with this study’s significance and some limitations on samples' representation and the number of subject, which are frequently found in the field of the cultural and social science. And the necessity of the follow-up studies on more specific lesson plans using the graphic organizer or the effect of training the text structure in speaking, listening, and reading other than writing was referred as well.
The findings are as follows:
First, t-test was done by questions to compare the training effect of an experimental group with the lesson effect of a controlled group. The result was t=3.58 and the difference of two groups' lesson effects was statistically significant at the p < .05 level.
Second, it was proved that there was no significant difference in types of the text structure(F(2,21)=0.508, p=0.609, ns).
Third, the use of given text structure was the most effective and the logical connection between paragraphs was the second as a result of analyzing scores of two groups by four subdivided items.
，韩语论文范文，韩语论文题目 |
