A study on Developing a Re-eudcation Curriculum for Non-native Koran Language Teachers: Focused on the Chinese Korean Language Teachers
The purpose of the study is to develop a reeducation program designed to improve the professionalism of Chines...
A study on Developing a Re-eudcation Curriculum for Non-native Koran Language Teachers: Focused on the Chinese Korean Language Teachers
The purpose of the study is to develop a reeducation program designed to improve the professionalism of Chinese Korean-language teachers. Chinese colleges continue to come short in professionalism of its teachers and it has such a great variety of variables. So, in this study, I wanted to develop a reeducation program that fits the conditions of Korean teaching in China with a view to improving the professionalism of teaching Korean-language in China. I provided not only a general type of reeducation program that is applicable to all teachers, but also intensive programs tailored to specific teachers which consider variables represented by different teachers.
The procedures of the study are as follows.
In Chapter 1, I discussed the need and purpose of the study and review previous studies related to Korean-language teachers, non-native Korean-language teachers, and the reeducation of non-native Korean-language teachers before I present research method and the organization of my discussions.
In Chapter 2, I checked the current status of Korean-language education in China and the operation of a training program for Korean language teachers invited from overseas. The current status of Korean language education in China is divided into the volume of Korean language education and the aspect of current faculties.
In Chapter 3, I analyzed the demands from Chinese Korean-language teachers. Then, I organized preliminary questionnaire and conducted interviews based on previous studies and literature. I revised the entries of the questionnaire based on the survey results in organizing the current questionnaire, and performed a survey with current Korean-language teachers at Chinese colleges, and then analyzed the results.
In Chapter 4, I designed the reeducation program for Chinese Korean-language teachers by using the details on the current status in Chapter 2 and the results of the analysis of the demands in Chapter 3. I have designed in total 4 types of reeducation program which considering the variables of teachers. First type of program is called 'general type' which is applicable to all teachers. 2nd to 4nd types are designed to the specific teachers'. There are 'come up with a Korean expression skills strengthening program for Chinese speaking teachers', 'a Korean-Chinese comparative analysis skills strengthening program for teachers with 5 to 10 years of teaching experience', and 'a Korean discourse marker skills strengthening program for teachers with minimum 10 years’ teaching experience who have stayed 1 to 5 years in Korea'.
Finally, in Chapter 5, I summarized the content of the study, present conclusions and limitations based on the research results, and suggested directions for further studies.
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