The purpose of this study was to make a grammar practice-based application
designed to help Korean learners improve their abilities to use grammar. It also
aimed to propose plans to develop an application to help Korean learners choose
the grammar ...
The purpose of this study was to make a grammar practice-based application
designed to help Korean learners improve their abilities to use grammar. It also
aimed to propose plans to develop an application to help Korean learners choose
the grammar items and topics they wished to practice themselves and do practice
on sentences, speaking, listening, and reading in an easy and fun way.
The study was conducted in the following procedures:
In the first, examined previous studies on applications a mobile learning and
study tools and the Keller's ARCS model and theory of motivational design related
to the stimulation and maintenance of learning motivation. Also, determined the
criteria for classification of elementary Korean grammar.
In the second, reviewed the current states of applications developed to promote
Korean learning and selected ten of them. By combining the advantages of the
applications, the investigator conducted a survey on content organization,
technological composition, and design among Korean learners and teachers. The
survey results show that they had no experience of studying Korean with a mobile application, had a high intention to use one, and preferred an application to allow
them to practice other functions as well as grammar. They also wanted an
application to make grammar searches easy and had an expectation for extended
grammar practice in offline study.
In the third, designed an application for Korean grammar practice based on
Keller's ARCS model and theory of motivational design and the survey results.
Unlike most of the old books designed to present grammar study according
to topics and situations, the application developed in the study let the students
choose grammar first and then topics and types of practice. The ARCS
motivational strategies were applied to every procedure to devise a strategy to
stimulate, focus, and maintain the learning motivations of students.
In the fourth, implemented the application for grammar practice and looked
into the particulars of each stage. The practice procedure consisted of "pre-practice
stage," "practice stage," and "post-practice stage" based on the PPP lesson model.
The "pre-practice stage" covers the time from before logging in the application to
the main screen after log-in. The stage exposes Korean to learners in an ongoing
fashion through "Sentences of Today" and "Alarm for Learning Time," motivates
them to learn the language, and helps them maintain their learning. The "practice
stage" involves choosing grammar in the first step, a topic in the second step, and
the type of practice in the third step, thus proposing practice to which the items
selected in Steps 1, 2, and 3 are reflected. The "post-practice stage" presents the
main screens of the application, being organized as a total test for evaluation.
Finally, presented a summary of the findings and proposed the limitations and
suggestions of the study.
One of the achievements of the study is the establishment of basic data to
develop an application for Korean grammar study through a preference survey with
Korean learners and teachers. While the old applications remained at the level of
presenting grammar, the one developed in the study made expansion by a stage and designed a practice program by reflecting the elements of their interest. It will
be a useful application for Korean learners through actual production.
，韩语论文，韩语毕业论文 |
