A study on education strategies of liaison
using K-Pop for chinese learners of Korean
This , based on Bruner’s theory of discovery learning, aims to present a classroom strategy of effectively teaching a Korean pronunciation phenomenon ca...
A study on education strategies of liaison
using K-Pop for chinese learners of Korean
This , based on Bruner’s theory of discovery learning, aims to present a classroom strategy of effectively teaching a Korean pronunciation phenomenon called liaison to Chinese students. It proposes a strategy of utilizing Korean pop music (K-pop) as a way to achieve such a goal.
Chapter 1 states the purpose and the need of research on the subject of this and examines previous studies on teaching strategies that utilize K-pop to teach the pronunciation of liaison phenomenon to Chinese students. My research on the subject has revealed that K-pop has played a crucial role in inspiring many foreign students to have an interest in Korean language and culture. It has also shown a tremendous potential of K-pop as a key instrument in the field of education of Korean language.
Chapter 2 examines Bruner’s theory of discovery learning, which comprises the theoretical background of this thesis. Although such theory of Bruner’s is not yet being actively used in the second language education, it has been approved of its effectiveness in other fields of education because of its emphasis on encouraging students’ inquisitiveness, creativity, problem solving skills, and other thinking powers. This is why my research has chosen to incorporate Bruner’s theory into the field of educating Korean pronunciation.
Chapter 3 discusses the liaison phenomenon in Korean language and some common errors from which Chinese students often suffer. Next, it has selected some K-pop songs that are deemed to be particularly suitable for the purpose of teaching the pronunciation of liaison phenomenon. The selection process reflects the result of survey on students’ preference. The songs that meet both the course objective of teaching liaison phenomenon and students’ preference are “Eyes, Nose, Lips” by Taeyang and “A Midsummer Night’s Sweetness” by San E and Raina.
Chapter 4 lays out the classroom plan of utilizing K-Pop in teaching the pronunciation of liaison phenomenon. The overall framework of the plan is based on the steps of class procedure proposed in Bruner’s discovery learning theory.
This study is meaningful in the sense that it suggests a particularly effective pedagogical strategy in teaching Korean pronunciation by utilizing the worldwide popularity of K-pop. It has also shown a real potential of utilizing Bruner’s discovery learning theory in the field of second language education. I hope that the application of this study to actual classroom experience helps Chinese students to improve their pronunciation of Korean language.
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