This aims to use macro approach in order to suggest developmental principles for Korean textbooks for Korean heritage children. It was found that macro approach, on the premise of learners’ already acquired language proficiency, not language...
This aims to use macro approach in order to suggest developmental principles for Korean textbooks for Korean heritage children. It was found that macro approach, on the premise of learners’ already acquired language proficiency, not language’s distinct element but language’s overall meaning, as a context based top down language education, in teaching Korean heritage children reflecting on their Korean language background and through their acquisition environment, can be a basis which to promote language development.
Korean heritage, as one dimension of ethnic education in Korean education, in its early stages has mainly been discussed in America or similar multicultural societies where the starting concept has expanded and through a useful user-centered perspective, the current standpoint of applied heritage language education is changing. This type of change in standpoint reflects the goal of practical Korean learning and a method which can clearly stipulate the differences between Korean education as a foreign language and Korean education as a mother tongue is desirable. However, as a learner of Korean, one must bear in mind it is still not entirely satisfying circumstances for discussions related to detailed methodologies of Korean heritage characteristics and learning goals. Therefore, this , on the basis of macro approach theory, aims to find a detailed methodology and based on this suggest Korean textbook developmental principles for Korean heritage children.
In order to do this, in the first chapter, through examination of previous studies, from a macro approach perspective Korean textbooks for Korean heritage learners and discussions related to Korean heritage Korean education up until now were examined. Examination results emphasize the importance of seeking the characteristics of Korean heritage and practicality but however, only the directional characteristics presented and one can see there was no detailed methodology carried out. In domestic discussions regarding heritage language education from a macro approach, heritage language education’s special characteristics are being captured well but the majority of research suggests case by case teaching examples and stops at this while discussion regarding education syllabus and also, curriculum plans are unsatisfactory. Therefore, aware of this problem, this research argued that it is necessary to more deeply understand Korean heritage learners so their Korean proficiency, can find a method in the developmental stage of Korean which can reflect this in textbooks.
In chapter 2, in order to develop Korean textbooks for Korean heritage children for theoretical examination, first the condition of Korean heritage children’s Korean acquisition was examined. This helps one to increase their understanding of Korean heritage children as learners of Korean while secondly, through examining the concept of macro approach in heritage language education and its usefulness, one can see the possibility of application of macro approach for effective Korean education for Korean heritage children. Next, macro approach based educational theory was examined and a theoretical basis was provided to provide principles for Korean textbooks for Korean heritage children.
In chapter 3, a better understanding of the exact area’s characteristics was obtained and in order to apply this to textbook development, Hangeul School teachers and children learners were surveyed regarding local Korean education conditions and their perception and demands of Korean textbooks. As for the surveyed nations, nations with Korean educational characteristics as a heritage language were restricted to countries with local custom developed textbook so the survey was conducted in 7 countries: Germany, Russia, America, Japan, China, France and Kazakhstan. Finally 98 teachers from Hangeul School were surveyed and surveys from 226 students were all collected and statistics were drawn up using SPSS (PASW) 18.0 software. Through this, One-Way ANOVA analysis of variance and post-hoc tests were implemented to show each country’s special characteristics and in conclusion significant differences between the countries were evident.
Through student surveys, first of all the amount of Korean used within the homes determined and how much Korean was used within Korean society, through self evaluation of Korean functions and knowledge areas were surveyed and the special characteristics of Korean proficiency Korean heritage children have was determined. Also, Korean heritage children’s motivation behind learning Korean and reachable goals were surveyed as to check their belief of Korean language learning and for the teachers as well, an understanding of the differences between countries was gained and through One-Way ANOVA, analysis of variance and post hoc tests were conducted and through these itemized statistics a conclusion of each area’s special characteristics was drawn. Also, through surveying about textbook demands, student demands not related to Korean itself but demands for diverse genres such as children’s books, comics, animations, novels etc demands were high while demand for learning through games, songs, making and activities were extremely high. In regards to textbooks, students’ demands were varying but generally interests were connected to simple and easy demands and the results were able to give an understanding as to what students find interesting. Also, through the results of each country’s perspective and demands, one is able to examine a direction for enabling application of textbook composition for each country’s special characteristics.
In chapter 4, theoretical observation and Hangeul School educational environment, plus through results from textbook demand surveys from chapters 2 and 3, macro approach based Korean textbook composition for Korean heritage children was suggested. In order to do this, first in the textbook the educational goals were settled. Next, categorization of textbook levels were suggested but the first educational level was ‘expanding spoken language and basic written education level’. The goals in this level are to expand Korean heritage children’s Korean speaking ability which was naturally acquired in the household during early childhood and cultivate basic reading and writing composition skills. This level focuses on lower grades in elementary school. In the second stage, ‘Speaking enrichment and written education expansion stage’ is a stage which can refine and mature the previous stage’s speaking proficiency while the written proficiency developed in the previous stage is a foundation for expanding on one’s reading and writing composition proficiency in this stage. This level focuses on upper grades in elementary school. At this stage, speaking proficiency is maturing as a metalanguage so this can be achieved through speaking activities while writing proficiency’s development, focuses on the basis of diverse genre experience so development continues.
Also, in order to fulfill macro approach, a combined approach of content-based syllabus, genre-based syllabus and task-based syllabus typology syllabus was suggested and it is argued that criteria to be the focus when selecting a content category should be content-based syllabus. After a detailed examination of how each syllabus can be materialized in textbooks took place. Based on this information, it is suggested that the scope of the materials ‘unit names, teaching & learning goals, content, genre, tasks, vocabulary & expressions, grammar & spelling' should be set. In addition, the selection of principles to be applied in the discussion of the contents of this category 'content', 'genre', 'tasks' organizations plan and details of the items selected were specifically suggested.
Concluding in chapter 5, in order to see the application of macro approach Korean textbook’s reality, first, textbook principles of composition and unit principles of composition were presented. As for the principles of textbook configuration, ‘learner centered principles’, ‘principle of language, cognitive reflective development stag’, ‘principle of providing language acquisition environment’, ‘principle of self directed learning’ were established and the principles of unit configuration were established as, ‘principle of integration’, ‘organic structure principle’, ‘principle of authenticity’, ‘principle of interaction’. This ’s suggestion based on macro approach shows the practical development of Korean textbooks for Korean heritage children and plans to show how macro approach theory can concretely reflect textbook development. Hence, first each level syllabus was established and showed how content of Korean education for Korean was chosen and arranged. Also, through providing examples of real textbook units, the arguments made in this were clearly shown.
This , rather than examining the characteristics of Korean heritage children as learners of Korean, begins with the aim of clearly defining this as a basis to find an educational methodology. Particularly, this focuses on the urgent issue in Korean education, Korean heritage children above all play an important role in correctly developing ‘Korean textbooks’ to suit this field of education. Through the theoretical background of ‘macro-approach’, suggested composition of Korean textbooks and principles of information organization were expected to contribute to the development of practical Korean educational materials for Korean heritage children. Also, in order to check one of the major difficulties in Korean heritage education, regional difference, surveys conducted in 7 nations and results proved that there is a significance to establish an objective basis on identifying a significant relationship between the regions. However, other than the obtained surveys, the number of samples were only enough to generalize this point but was not parallel with qualitative research so it is recognized that this is limited as the research conducted was only quantitative research. It is intended that subsequent studies will be conducted in the future.
，韩语毕业论文，韩语论文 |
