The language activities such as listening, speaking, reading and writing are integrated naturally in real-life. The integrated instruction for Korean learners should be learner-centered education so that the students get opportunities to make connecti... The language activities such as listening, speaking, reading and writing are integrated naturally in real-life. The integrated instruction for Korean learners should be learner-centered education so that the students get opportunities to make connections between the language, and their real life context through the integrated language activities. The students should be provided with sufficient experiences of using living languages in meaningful situations. It is possible with the perspective of 'Jugend debattiert' that involves the philosophy and the methods of learner-centered education. This study examines the instructional components of the debate instruction for Korean learners based on 'Jugend debattiert', and on the basis of these, to develop the debate instruction model and to validate the effects. Research questions are as follows. Research Question 1. What are the instructional components of the debate instruction for Korean learners based on 'Jugend debattiert'? 1-1. What are the purposes of the debate instruction for Korean learners based on 'Jugend debattiert'? 1-2. What are the principles of the debate instruction for Korean learners based on 'Jugend debattiert'? 1-3. What are the contents of the debate instruction for Korean learners based on 'Jugend debattiert'? 1-4. What are the methods of the debate instruction for Korean learners based on 'Jugend debattiert'? 1-5. What are the evaluations of the debate instruction for Korean learners based on 'Jugend debattiert'? Research Question 2. What is the procedure of the development of the debate instruction model for Korean learners based on 'Jugend debattiert'? 1-1. What is the procedure of analysis for the debate instruction model for Korean learners based on 'Jugend debattiert'? 1-2. What is the procedure of design for the debate instruction model for Korean learners based on 'Jugend debattiert'? 1-3. What is the procedure of development for the debate instruction model for Korean learners based on 'Jugend debattiert'? 1-4. What is the procedure of implementation for the debate instruction model for Korean learners based on 'Jugend debattiert'? 1-5. What is the procedure of evaluation for the debate instruction model for Korean learners based on 'Jugend debattiert'? Research Question 3. What are the effects of the debate instruction model for Korean learners based on 'Jugend debattiert'? 1-1. What are the effects of the debate instruction model for Korean learners based on 'Jugend debattiert' on comprehension skills? 1-2. What are the effects of the debate instruction model for Korean learners based on 'Jugend debattiert' on expression skills? 1-3. What are the effects of the debate instruction model for Korean learners based on 'Jugend debattiert' on interpersonal skills? Research methods are as follows. To research needs, 14 Korean teachers participated in the in-depth interview, and 24 students in the experimental group participated in the survey. For the research, sixth grade students in two classrooms who attended J University Korean Language Center in Wansan-gu were assigned to two groups (i.e. experimental and control groups), the debate instruction model for Korean learners based on 'Jugend debattiert' was conducted for the experimental group. To examine the effects of the model, both quantitative and qualitative analyses were used. For the quantitative analysis, students were evaluated by the measurements that examined their comprehension, expression, and interpersonal skills, and the results were analyzed. For the qualitative analysis, students’ study reflections were analyzed. The objective of research question 1 was to examine instructional components of the debate instruction model for Korean learners based on 'Jugend debattiert'. Based on the literature review of the debate instruction for Korean learners and 'Jugend debattiert', it focused on the purposes, principles, contents, methods, and evaluations. First, as to the purposes, this research suggested that the sub area of Korean skills are comprehension skills, expression skills, and interpersonal skills. Second, as to the principles, this research suggested the principle of accepting various language types, the principle of learning through spontaneous debate, the principle of experiencing concrete situations, and the principle of active interaction. Third, as to the contents, this research suggested ways of connecting knowledge, skills, and context based on practice which receives and produces conversation and text, and integrating listening, speaking, reading, and writing based on the practice which receives and produces conversation and text. Forth, as to the methods, this research suggested improvisation as the most important method to integrate listening, speaking, reading, and writing. And it suggested an Argumentation stage, an Integration stage, and an Internalization stage as the processes of the instruction by the debate instruction model for Korean learners based on 'Jugend debattiert'. Fifth, as to the evaluation, this research suggested the evaluation of considering the process, the evaluation of observing consistently, the holistic evaluation, the evaluation by various assessors, and the evaluation of emphasizing context. The objective of research question 2 was to develop the debate instruction model for Korean learners based on 'Jugend debattiert'. It followed the key procedure of an instructional system design called ADDIE; including analysis, design, development, implementation, and evaluation. First, on the stage of analysis, this research analyzed characteristics of sixth grade students, and the result of needs research by teachers and students. Also, it analyzed tasks based on achievement standards of Korean learners curriculum. Second, on the stage of design, this research established instructional purposes. Also, it developed measurements to examine students’ comprehension, expression, and interpersonal skills. Third, on the stage of development, this research developed the debate instruction model for Korean learners based on 'Jugend debattiert'. Also, it designed the instructional plans. Fourth, on the stage of implementation, this research developed teaching-learning lesson plans and implemented them. After every lesson, students should write a short study reflection. Fifth, on the stage of evaluation, this research measured students’ comprehension, expression, and interpersonal skills. After the tests, the results of these measurements and students’ study reflections were analyzed. The objective of research question 3 was to validate the effect of the debate instruction model for Korean learners based on 'Jugend debattiert'. Its effect was verified by analyzing the result of measurement of comprehension, expression, and interpersonal skills as well as students’ study reflections. First, the debate instruction model for Korean learners based on 'Jugend debattiert' had effectively improved students’ comprehension skill. And according to the result of analysis on students’ study reflections, it proved students could easily understand and had a long memory of the learning contents. Second, the debate instruction model for Korean learners based on 'Jugend debattiert' had effectively improved students’ expression skills. And according to the result of analysis on students’ study reflections, it proved students developed oral composition skills, and used a more natural way of speaking, facial expressions, and gestures to specific situations and characters. Also, it proved they gained confidence in writing and actively utilizing costumes and props. Third, the debate instruction model for Korean learners based on 'Jugend debattiert' had effectively improved students’ interpersonal skills. And according to the result of analysis on students’ study reflections, it proved students got along with their friends, willingly helped each other, were grateful to their friends, and empathized with other people. The conclusions are as follows. First, the debate instruction for Korean learners must utilize the conversations and the texts that reflect students’ real life. When provided with multiple communication conditions such as their real life context, students use living languages and use them integratively. Second, the debate instruction for Korean learners must utilize improvisation that provide abundant opportunities for interaction between students. In a situation that contains active interaction, students are motivated to use languages and use them integratively. Third, the debate instruction for Korean learners must empower students to participate spontaneously. When becoming a spontaneous listener, speaker, reader, and writer, students think more naturally and use languages by integrating listening, speaking, reading, and writing. Limitations of this research are as follows. The evaluation was not conducted in a teaching-learning process. This research did not verify how comprehension, expression, and interpersonal skills interact. And the teacher and students should have been prepared in advance about improvisation, in order to apply improvisation into the debate instruction for Korean learners. Follow-up research studies could be added as follows. It is necessary to carefully observe and qualitatively analyze students’ behaviour in order to examine how comprehension, expression, and interpersonal skills interact. It is necessary to test students by grouping their ability in order to verify if the debate instruction of Korean learners might have a different effect depending on students’ comprehension, expression, interpersonal skills. ，韩语论文，韩语毕业论文 |
