The purpose of this study is for investigating the effectiveness of applying consciousness-raising tasks to a conversation class focused on building learners' communicative competence. Consciousness-raising tasks are a method of teaching grammar. Howe...
The purpose of this study is for investigating the effectiveness of applying consciousness-raising tasks to a conversation class focused on building learners' communicative competence. Consciousness-raising tasks are a method of teaching grammar. However, to be a meaningful method of teaching grammar, it should contribute to improving learners' communicative competence. Therefore, this study focuses on presenting ideas on how to formulate the communicative task utilizing consciousness-raising tasks in a conversation class of Japanese upper beginner learners aimed at improving accuracy and fluency in speaking.
Japanese learners tend to understand Korean in an analytic way, comparing Japanese and Korean, since the two languages have syntactic similarity. However, this syntactic similarity frequently misleads learners into grammatical error. For this reason, it is necessary to review certain grammatical forms to reduce errors before they become fossilized. Considering the learning tendency of Japanese learners, consciousness-raising tasks could be an effective method in revising the grammar errors and with this an improvement on students' communication skills.
To design the teaching model for conversation class, the main focus was how to develop the connection between the consciousness-raising tasks and the communicative task. Along with this, the research suggested that five elements should consist of a communicative task. First, the task should be correlated with the consciousness-raising task in the topic. Second, the goal of the task should be mentioned clearly and specifically. Third, the two grammar forms which were presented in the consciousness-raising task should be used equally. Fourth, the task material for input should motivate the learners. Fifth, the activity should be performed as a role play in pairs.
To investigate the effectiveness of the teaching model, an exploratory study was performed and compared to a teacher-fronted grammar lesson. Proficiency tests and speaking tests were used to evaluate learners' grammar competency and accuracy and fluency in speaking in terms of progress and long-term memory retention. The results showed that the teaching model using consciousness-raising tasks is more effective in improving students' accuracy and fluency in speaking as well as in grammar competency compared to teacher-centered grammar lesson. Also, the consciousness-raising task group showed better retention in long-term memory. Therefore, it was supported that using the consciousness-raising tasks in conversation class for Japanese learners is worthwhile to improve communicative competence.
This research has its limitation in the number of target learners and the number of the experimental lessons. Also it was designed for Japanese learners so it would be difficult to say this teaching model would be effective for Korean learners who have a different language background. However, it has valuable meaning in extending consciousness-raising tasks as a method to be used in a conversation class and not only to be considered as a grammar teaching method. Futhermore, this study suggests novel ways for teachers to incorporate and apply grammar teaching methods in a conversation class.
，韩语论文，韩语毕业论文 |
