The purpose of this study is focusing on suggesting how to develop text materials for beginners in general purposes of Korean learning as self-study in Thailand and arranging the base for self-study without teacher's instructions. In this study, self... The purpose of this study is focusing on suggesting how to develop text materials for beginners in general purposes of Korean learning as self-study in Thailand and arranging the base for self-study without teacher's instructions. In this study, self-study textbook means that a learning material appropriate for the learners- who have finished learning Korean consonants and vowels- to learn vocabularies, grammars and each language skill actively ․ autonomically without background knowledges as well as teacher's instruction or guidance. This will be used as an autonomical learning materials for beginners in the purpose of their hobbies or interests dominated in their mother tongue environment. Recently many of Thai learners study Korean by themselves with using various kinds of Korean textbooks. The textbook published in local companies by Thai, however, are not sufficient to acquire Korean knowledges and the textbook published from Korean companies are used for instruction but not appropriate for beginning learner's self-study. In other words, there is not proper textbook for self-study. Resulting their error fossilization from the absence of proper textbook for Thai learners, and urgent needs for appropriate learning materials for self-study based on the learners' needs, this study suggests the developing measure of self-study textbook for beginners based on Thai learners' characteristics and their learning environment to boost beginning learners' accuracy and intend pragmatic spoken language instruction. In this study there are 4 kinds of issues focused, firstly, it searched theoretical background of self-study textbook development for preparing the principles of language learning material development and the orientation of self-study Korean textbook. Secondly, it analyzed existing textbooks to figure out the advantages and disadvantages of textbooks currently used for self-study in Thailand and its limitation on purpose of arranging basis of developing textbooks. Including organization principles for developing self-study textbook which based on textbook analysis frame and theoretical background, it evaluated its suitability of existing textbooks in terms of self-study and the results was intended to be connected with learner's need investigation items. Thirdly, more specific needs were figured out through need analysis of learners and teachers such as self-study learning material usage status and its necessity as well as textbook organizing conditions, and also it reflected exiting textbook analysis results and Thai learners learning styles to be verified by Korean teachers including Korean and Thai teachers in terms of textbook arrangement condition. Through this result, it built 2nd textbook arrangement condition and by learner need analysis, it figured out the effectiveness and satisfaction of textbook and requirement for improvement or addition to deduct final textbook organization condition. Lastly, based on theoretical background built from above and existing textbook analysis results, and need analysis results, it suggested textbook development measures. It suggested syllabus for each unit after showing the goals and principles of textbook development and based on these goals and principles, it suggested the real textbook development more specifically and introduced one textbook for beginner's level and organized syllabus and table for textbook arrangement as well as suggested units' order arrangement principles and one of them based on these principles. Hereby this suggested unit organization is a model reflecting the characteristics of self-study. Learner centered and autonomical learning and long- and short-term memorization will be possible and more specifically, the titles for units and learning objectives will be suggested clearly and subdivided and offer visual․content mechanism from the introduction to the main contents for the learner's motivation and interests derived and continued. Also it suggests vocabularies and contrastive linguistic grammar with discourses reflecting practical spoken language using mind-map for active learning strategies. For the items to be failed to be notified and easy to be fossilized with self-study such as pronunciation, phonological status, exercise interpretation, it offers supplementary explanation, interpretation and tips. Also it leads to self-check about their goal achievement for each unit by self-evaluation. In the intercultural points of views, it connects Korean learning with culture instruction. Therefore, It is intended to be possible as scaffolding for improving learning ability and continuing their learning. through PLAN-DO-CHECK- ACTION in accordance with this unit organization, Lastly, this study will be used as well as for developing self-studying materials for Thai learners, determining textbooks for other purposes and instruction/learning orientation. Hereafter it has value that will be evaluated through effectiveness verification targeting on actual learners and suggest systematical and various models to be continued for actual material development resulting more meaningful usage.
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