This study set out to investigate the current state of Chinese students studying in South Korea, demonstrate the importance of and need for Korean speaking education for academic purposes, and design a speaking lesson according to the needs of Chinese... This study set out to investigate the current state of Chinese students studying in South Korea, demonstrate the importance of and need for Korean speaking education for academic purposes, and design a speaking lesson according to the needs of Chinese learners of Korean for academic purposes. The modeling method of cognitive apprenticeship theory was chosen as an approach according to the problems with and needs of Chinese learners of Korean for academic purposes, and the results were used to design a speaking lesson. Chapter 1 reviewed the research goals of and need for speaking education for academic purposes. Given the shortage of research on speaking education for Chinese learners of Korean for academic purposes, the investigator examined previous studies on the concept of Korean for academic purposes, educational plans for Korean speaking, and research subjects and methods. Chapter 2 defined the concepts of Korean for academic purposes and speaking education for academic purposes by reviewing the concepts of English education for academic purposes, comparing Korean for academic purposes with Korean for general purposes in speaking proficiency, and categorizing the tasks of Korean speaking for academic purposes. Korean for academic purposes was categorized into Korean for scientific and technological purposes, Korean for medical purposes, Korean for legal purposes, and Korean for management, financial, and economic purposes. Korean speaking for academic purposes covers overall speech functions, tasks, and expressions needed to lead a college and academic life from daily conversations to presentations and discussions. Its goal is to help Korean learners for academic purposes solve their problems with college life on their own, make proper responses to their academic life, and experience no difficulties with studying abroad. In addition, the content of the cognitive apprenticeship theory used in the present study was sorted out. Chapter 3 examined the current state of speaking education for Korean learners for academic purposes by analyzing Korean speaking lessons for Korean learners for academic purposes in undergraduate and graduate programs, and also five different teaching materials for Korean speaking for academic purposes. In Seoul, 13 universities were providing a total of 25 courses for Korean learners for academic purposes. Many of the courses focused on comprehensive academic and learning abilities rather than on Korean speaking for academic purposes. The teaching materials for Korean speaking for academic purposes were put to the external and internal assessment and analysis. The analysis results show that they shared a similar pattern in external assessment and differed in the areas of internal assessment including thematic composition, content of speaking tasks, and methods of organization. Chapter 4 presented the results of a needs survey with Chinese learners of Korean for academic purposes. A questionnaire was distributed to 100 Chinese learners of Korean, containing a total of 29 items across four areas. It took a total of eight months to finish the survey with the processes of collecting related data, developing a questionnaire, revising it, conducting a preliminary study and revising, conducting the survey, and analyzing the survey results. The analysis results of the survey results reveal that Chinese learners of Korean for academic purposes preferred the content about school and daily life to the knowledge of their majors. They also exhibited a preference for the essential activities to their academic purposes, such as presentations and discussions, in the area of speaking activities. Most Chinese learners of Korean for academic purposes had an advanced level of Korean, received systematic Korean education at university language centers or private academic institutions, invested a lot of time in studying Korean, and have lived many years in South Korea,; however, they had a passive attitude toward speaking in Korean and felt it as a difficult burden. Chapter 5 designed a speaking lesson based on the application of needs of and problems with Chinese learners of Korean for academic purposes. A speaking lesson for academic purposes was based on the cognitive apprenticeship theory with an emphasis on the modeling method in the design process. A speaking lesson with an emphasis on modeling has several advantages such as reflecting the needs of and problems with Chinese learners of Korean for academic purposes identified in the survey effectively, being efficient for educating a large number of learners, requiring no particular teaching aids, and imposing less burden on the teachers. Its content was then examined based on the teaching plans and learning materials. The present study examined the actual needs of Chinese learners of Korean for academic purposes as well as the current state of Korean education and designed a proper speaking lesson for Chinese learners of Korean for academic purposes. Since there was no direct application of the lesson model designed in the study, it had many limitations as research. The findings will hopefully make even the smallest contribution to Korean speaking lessons for academic purposes in the future. ，韩语毕业论文，韩语毕业论文 |
