The purpose of this study is to analyze questions presented in dialogues of Sejong Korean textbook in pragmatic aspects. Sejong Korean is a textbook developed for King Sejong Institute, which is a Korean language and culture school for local foreigner...
The purpose of this study is to analyze questions presented in dialogues of Sejong Korean textbook in pragmatic aspects. Sejong Korean is a textbook developed for King Sejong Institute, which is a Korean language and culture school for local foreigners and overseas Koreans who wish to learn Korean outside Korea.
As of 2015, there are 146 branches of King Sejong Institute in 53 countries around the world. The curriculum is based on approximately 15 weeks with four to six hours per week. However, the institutes are suffering from shortage of professional Korean instructors. Also, the majority of students are adult learners who begin to learn the language because of interest in or curiosity about Korean culture, and, because of their different needs, each branch uses non-standardized textbooks and methods to teach Korean. For those reasons, Sejong Korean was developed based on the standard model of international Korean education, which was developed by the National Institute of Korean Language in order to provide standardized Korean education curriculum in King Sejong Institutes around the world as well as to enable flexible management of the institutes.
Although Sejong Korean is designed to help students improve communication skills, overseas Korean learners have much less opportunities of proper interaction in comparison to Korean learners in Korea, and are not exposed to various conversations. Therefore, assuming the acquisition of learners' communication knowledge to improve pragmatic skills of learners is solely based on the textbook and instruction of the instructor in the class, Sejong Korean should expose learners to realistic communication situations and various expressions based on different meanings and skills in Korean communication.
Also, as mentioned earlier, Sejong Korean was developed to provide unified Korean language education to general learners, rather than academic or special-purpose learners, of Korean language. The current Sejong Korean 1-4 is classified as a beginner level according to the standard model of international Korean education, while Sejong Korean 5-8 was designed for the intermediate level. According to the curriculum of King Sejong Institute, each branch can choose its own textbook for advanced learners. Therefore, it was assumed that Korean learners using Sejong Korean are of beginner and intermediate levels, and that they need to learn communication skills as well as functional skills such as speaking, listening, reading, and writing.
Based on these assumptions, this study examined, first, how communication education is necessary even for beginner level learners rather than only for intermediate and advanced learners. For that reason, the entire Sejong Korean series, from 1 to 8, was for analysis. Also, although there can be a wide variety of subjects for communication education, this study focused on interrogative sentences. The reason for focusing on interrogative sentences among many methods to improve learners' communication skills will be explained in detail in the study, but the overall reasons are as follows:
First, interrogative sentences express a wide range of indirect communication such as suggestion, request, demand, greeting, and rejection. Second, native Korean speakers adopt interrogative sentences to reveal intentions such as confirmation, suspicion, surprise, exclamation, and irony. Third, they act as a syntactic mitigation device by using indirectness and reducing forcedness. The author believe that learning various communicative meanings of interrogative sentences will help Korean learners improve their communication skills in Korean language.
Therefore, this study examined whether interrogative sentences presented in the textbooks were expanded to various communicative functions and conversations to provide basic data for effective communication education, and propose a method to teach interrogative sentences to Korean learners.
First, Chapter 1 explained the purpose and necessity of the research and, based on previous research on interrogative sentences in communication education and textbook analysis, the necessity of communication education, before setting research problems for this study. In Chapter 2, the standard and concept analyzed in this study was examined based on theoretical background, and, in Chapter 3, the research design, procedure, standard, and analysis method was specifically described. Chapter 4 presented the results and discussion of this study and proposed suggestions for Korean communication education based on analysis of Sejong Korean. Lastly, Chapter 5 summarized the purpose and conclusion of this study.
본 연구는 "세종한국어" 교재 대화에 제시된 의문문을 화용적 측면에서 분석하는 데 목적을 두고 있다. "세종한국어"는 국외에서 한국어를 배우고자 하는 현지 외국인과 재외동포를 위한 개...
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