The purpose of this study is to investigate effectiveness of Korean speaking class based on blended learning of online and off line toward the speaking ability of overseas Korean learners. For that purpose, this study suggests blended learning based t...
The purpose of this study is to investigate effectiveness of Korean speaking class based on blended learning of online and off line toward the speaking ability of overseas Korean learners. For that purpose, this study suggests blended learning based teaching model for Korean speaking class whose goal is improving learners’ communication competence and examines progress and change towards Korean learning of Korean learners of Chinese University.
In Korean education, communicative competence is not only grammar-correctly language use but also the ability to use language properly with understanding of social context, which requires beforehand knowledge of social and cultural value system of the language. Therefore, communicative competence is comprehensive ability including discourse competence and nonverbal communication as well. However, KFL learners of foreign countries usually have no or few opportunities of using Korean outside of their classrooms. The result of this is that they can have linguistic knowledge but can be at a loss in how to express his intention or to deal with properly in real situations. Especially, this problem becomes main factor to lessen of learners’ learning for they start to feel learning language is useless.
Hence, this study was executed to improve communicative competence KFL learners of foreign countries. Contents of research are as follow.
Firstly, as an advance research, this study reviewed definition and components of Korean communicative competence and education materials of blended learning as a tool of improving communicative competence. Furthermore, it reviewed effective traits of blended learning in Korean speaking class and constituting principles of Korean speaking class.
Secondly, based on theoretical background, this study presented teaching-learning model utilizing ‘Dynamic Korean Exciting Hallyu’, which is suitable blended learning materials for KFL learners in China inland.
Thirdly, this study performed experiment using teaching-learning model presented to Korean learners who are majoring in Korean J university in TianJin of China. Controlled group consists of 15 learners and experiment group consists of 17 learners. This experiment verified of effectiveness of blended learning through comparison of results before and after assessments.
Comparing communicative competence of blended learning based class and traditional face-to-face class, three meaning results could be drawn. First, blended learning is effective in improving Korean speaking skill. Second, blended learning influences learners’ affective domain in positive way. Third, learners can learn Korean with more interest and experience Korean cultures indirectly, which makes learners to think it useful.
In conclusion, classes based on blended learning of online and off line can; make learners to exercise and learn right pronunciation and speed, make learners to understand grammar and vocabulary more easily and effectively, improve expression ability with better discourse competence, upstep learners’ interaction, improve sociolinguistic competence and make learners to learn paralinguistic and nonverbal features as well as verbal communication.
Teaching-learning model presented in this study is to improve learners’ communicative competence through teaching them language and culture in class, making them to conduct possible activity out of class. This study is meaningful for it suggests application of blended learning and verifies its educational effectiveness because previous studies of blended learning are few in Korean education field. It also uses educational contents producted by educational specialists for Koran learners.
However, this study has limits since it focused only on intermediate level learners of China inland. It is proposed that subsequent studies should have the universality to incorporate all beginner, intermediate and advanced levels from diverse language background. Furthermore, as many online Korean education contents and multi media contents have been developed lately, another models of teaching-learning should be studied afterwards.
，韩语论文，韩语毕业论文 |
