In recent years, as the importance of reading has strengthened, teaching method has been developing with a number of changes. Reading activities are subdivided into steps and the importance of pre-reading activities are expanding more and more. Howeve...
In recent years, as the importance of reading has strengthened, teaching method has been developing with a number of changes. Reading activities are subdivided into steps and the importance of pre-reading activities are expanding more and more. However, it is very difficult to do various pre-reading activities in time limited class for the academic purposed Korean learners. In order to understand the reading text efficiently and interestedly in a limited amount of time, it is necessary to approach not in a same way but in a proper different way to read each type of text. This study is for the pre-reading activities by the text type.
First, analyzed Korean language textbooks on the basis of five types of text and fourteen types of pre-reading activities. Through the analysis of the five universities’ high-leveled Korean language textbooks, It was found out that there are informative texts, persuasive texts, and aesthetic texts in them mostly. There is just one expressive text in just one textbook. Also it was found that there are using audio-visual materials, talking about the experiences and answering of the questions about the theme of the text for the pre-reading activities frequently.
In addition to the analysis, the results of the survey to Korean language teachers and learners became the basis of making the instructional models of pre-reading activities for informative texts, persuasive texts, and aesthetic texts.
The kinds of texts are an article, an editorial and a novel. For all three texts, audio-visual materials were used in common to increase the learners’ concentration and interests. Learning vocabularies and predicting the theme after reading the title of the text were also commonly suggested. According to the type of the text, the proper different pre-reading activities are suggested too. Grasping structure and finding out the main information through the skimming over the text is for the article which offers new informations, predicting the structure and the writer’s contention through the skimming over the text is for the editorial which insists one’s opinion, and watching video and asking questions about the story or situation of the drama is for the novel in order to catch the conflict between the characters and the chief affairs.
Teaching Korean reading to the high-leveled korean language learners is not so easy. Especially to the students who don’t have any interest and are not motivated, it’s more difficult to make them concentrate on reading. This study, a study for the instructional models of pre-reading activities by the text, would be helpful for this kind of students and Korean teachers on the ground.
，韩语毕业论文，韩语论文范文 |
