Learners having academic objective start to study major subjects through university admission after learning Korean language at Korean language education institution and in order to attend university class even after Korean language learning is comple...
Learners having academic objective start to study major subjects through university admission after learning Korean language at Korean language education institution and in order to attend university class even after Korean language learning is completed at such institution, sustained interest in and learning of Korean language are required. However, when learners arrive at intermediate level in a process of learning Korean language, it could be frequently observed that interest of learners was decreased. Interest is an affective factor of learners and learners are required to strengthen affective factors such as high motivation, self-esteem, self-efficacy and low uneasiness in order to achieve their academic objective. In Korean language education, importance of affective factor has been recognized but a study on education for changing affective factors positively is not sufficient. In addition, at present, as reading textbooks of Korean language teaching material being modified without authenticity take up significant share in order to teach vocabulary, grammar, factors that may arouse interest or motivation of learners is not sufficient. Therefore, in Korean language textbook also, a study on textbook that may affect affective factor would be required.
Under this background, an emotional textbook is hereby suggested as concern for a method of enhancing affective factor of learners in Korean language education setting. Emotional text means 'a text containing human universal value that makes learners sympathize with text by affecting framework of readers' personal, social recognition and create a positive emotion'. The reason of emotional text being required is that in Korean language learning, a sufficient opportunity of understanding and thinking about text is required to be provided to learners even though they are not advanced learners.
Therefore, in this study, by confirming whether an education utilizing emotional text would affect affective factor of learners positively, an implication for changing possibility of learners' affective factor through an education is intended to be provided. By doing so, the objective of this study is to clarify necessity and significance of emotional text in Korean language education.
For this objective, in this study, an experiment class was progressed by targeting 12 students under grade 4 course studying at Korean language academy of A university. First, after establishing an experiment plan, experiment tool was developed. Experiment tool was a questionnaire through which affective factor could be measured and it comprised total 55 test items for 5 types of affective factors including self-esteem, efficacy, internal motivation, uneasiness, attitude, acquisition of secondary culture. And by recruiting participants, experiment class was explained to them and affective factor of students was measured. Experiment class was progressed based on reading class utilizing emotional text and it was performed for 4 weeks based on 2 times/week. 1 time class comprised 50 minutes. After experiment class was finished, affective factor of students was measured again. Opinion of experiment class was also confirmed through questionnaire. After the experiment, achievement level assessment of intermediate examination was performed and its change was analyzed by securing final term examination record of last semester and intermediate term examination record of experiment semester of the students from A university. For comparison, score of students who did not participate in the experiment was also secured. In addition, during experiment period, attitude change of students was observed together. The result of this study is as follows.
First, reading class utilizing emotional text exerted a positive influence on emotional factor of learners. Self-esteem and self-efficacy were increased by app. 2,16 and internal motivation by app. 1.33, respectively and its result was statistically significant. In addition, even though not significant result statistically, uneasiness was increased by app. 2.58 and acquisition of secondary culture by app. 2.25. However, its attitude was decreased by app. 0.16 and its result was not statistically significant. Emotional factors excepting attitude showed a positive change on average.
Second, as a result of analyzing achievement level of learners after the experiment, its result was represented to be decreased by 9.06. This is a result of comparing final term examination of 3rd grade and intermediate examination of 4th grade and under the determination that learning of 4th grade would be relatively difficult, record of experiment group and non-experiment group was comparatively analyzed again. As its result, as record of non-experiment group was decreased by 17.48, average of two groups showed a difference of 8.42. Average of experiment group was less decreased than that of non-experiment group. As this result was statistically significant, it is considered that achievement level would be enhanced.
Third, in learning attitude, a positive change was represented. At the time of starting class first, students looked to feel burden for text and show fear in expressing their opinion. However, as the more the class was progressed, learners concentrated on the contents of text and were observed to be fully concerned about its result. This concern led to speaking activity and they exchanged their opinion actively. In an interview after the experiment, they showed a positive response to the class by saying that the contents of text was interesting and they could exchange their opinion freely.
As a result of the study, that Korean language education utilizing emotional text exerted a positive influence on affective factor of learners implies that learners sufficiently thought about the text. This result was revealed in learning attitude as well. Learners actively expressed their opinion for the contents of text. In addition, achi
，韩语论文，韩语论文范文 |
