The purpose of this study is to develop a task-activity in reading based on intensive reading for beginning level learners of Korean language. The skills of reading is very important as we live in the age of information.. Moreover, as information an... The purpose of this study is to develop a task-activity in reading based on intensive reading for beginning level learners of Korean language. The skills of reading is very important as we live in the age of information.. Moreover, as information and communication technologies have developed, it is possible to read a variety of articles through media outlets easily. Especially Social work Services made it possible to communicate with people all over the world in real time and read s sharing their thoughts and ideas freely. Thus, reading is an essential task in life. In language education, it improves not only skills for grammar and vocabulary, but also reading skills and furthermore, linguistic ability and communication ability. Therefore, this study was originally designed based on the concern over the educational methods in reading needed for Korean learners and the needs for adequate reading methods for beginning level learners of Korean language. Recently, as Korean language education focuses on the Communicative Language Teaching Method, reading educational methods based on ‘Extensive Reading’ are on the rise. This refers to reading for interest and pleasure which aims to read various texts fluently outside the class. The effect of extensive reading has been verified by many studies that it improves learners’ fluency in reading, but is most likely appropriate for Korean language learners in the intermediate level or higher. However, ‘Intensive Reading’ is suitable for the beginning level as it focuses on reading for learning and aims to read texts within the textbook cautiously and intensively in a class. Therefore, this study for beginner level learners of Korean language is based on intensive reading and proposed through a task-activity. The task aims to help learners become motivated for communication and improve their practical and communicative skills for the real world. However, because a task solely means an assignment without action according to earlier studies, this study uses the concept of the word, ‘task-activity’ as an element of a task. In other words, a task-activity means the process of embodying a task specifically or implementing it within the target language. For the development of a task-activity, this study examined all task-activities in reading in the Korean beginning level’s textbooks of the educational institutions for Korean language education in major universities and classified these activities by types. The most frequent type were ‘꼼꼼히 읽기(meticulous reading)’ based on factual understanding with the results that it accounted for approximately 40% of the reading types proposed. ‘꼼꼼히 읽기’ which solely focuses on checking the contents of the text is in the nature of intensive reading for learning that leads learners to meticulously read texts in detail. It seems that because beginning level learners still do not have much linguistic knowledge about Korean language, textbooks at this level is mainly comprised of task-activities of ‘꼼꼼히 읽기’ to find information regarding the text explicitly. With the result of the analysis, this study clarifies principles first, composes elements for the development and applies a task-activity of intensive reading proposed by Mason (1981) to Korean language education for reading. In other words, the reading task-activity is to “Read to remember everything,” which leads learners to read the text meticulously and repeatedly to remember everything on the text for improvement of understanding. According to Mason (1981), appropriate texts should be provided at the learners’ levels and consist of short and simple texts not to pressure learners. It is also recommended to be provided once a week as a supplementary task-activity in reading class. Thus, this study proposed summarized texts in the after-reading phase in connection with the reading phase for enhancing learners’ learning. This task-activity is not for learning words separately, but to learn the connection between vocabulary and prepositions, the connection between words, and the connection between sentences by reading naturally. The limitation of this study is that the developed task-activity failed to be applied to a Korean language reading class. However, this task-activity based on accuracy needed for beginning level learners may help learners improve their fluency and proceed to higher levels. In addition, compared to the previous task-activities in reading for beginning levels of Korean language, this new approach will enhance learners’ abilities with recognizing words and help learners to enlarge sight vocabularies through “Reading to remember everything,” and therefore, improve learners’ overall language skills. ，韩语论文，韩语论文网站 |
