Today, the communication skills to express one's own thoughts with foreign languages, exchange opinions reciprocally and actively solve some problems become some important criteria in foreign language abilities. However, there are many environmental l...
Today, the communication skills to express one's own thoughts with foreign languages, exchange opinions reciprocally and actively solve some problems become some important criteria in foreign language abilities. However, there are many environmental limits and difficulties in learning the linguistic expression areas such as speaking and writing. If speaking and writing skills can be improved through the reading activities, relatively easier learning ones, the linguistic expression abilities may be effectively enhanced.
The reading aloud is not a learner's reading of written language texts silently but a conscious reading of them while producing sounds. Many previous studies have discussed whether the reading aloud is an integrative skill learning by considering a connection with other language skills. However, since only effects of the oral reading on the language comprehension areas such as reading and listening skills have been studied in Korean language education, so it also seems to be necessary to study effects of it on Korean language expression abilities. Therefore, this study aims to analyze effects of reading aloud activities on the speaking and writing skills of Korean language learners.
In order to examine the effects of the oral reading on Korean language expression abilities of foreign learners, an experiment is designed. The subjects are 12 female married immigrants who learn the first class in a multi-cultural center. Some tests of vocabulary, grammar, speaking and writing were designed and conducted by analyzing the teaching materials of subjects, in order to divide them into each group. By referring to their teaching materials and exams, 8 reading materials were created to distribute tasks to them. During the period vacation, four weeks, the subjects read each material three times a day, for three days, respectively. The experiment and control group read aloud and silently, respectively. The speaking and writing test were conducted through interviews and free compositions, respectively. The pre- and post-test were evaluated by four professionals in Korean language education, through the list of marks which establishes six and five criteria, for speaking and writing, respectively.
The findings show that the scores of speaking and writing in the experiment group are increased. Thus, the oral reading is found to be effective for enhancing the linguistic expression abilities of Korean language learners. From the comparatively analysis of scores of individual evaluation items by using a graph, it is found that the scores are entirely increased. The subjects who used the oral reading seemed to make some efforts to tell abundant contents, probably because the oral reading might enhance self-confidences and interests of learners. The writing may allow learners to focus on grammar, vocabulary and spelling system, in reading aloud the reading materials, leading to more abundant and accurate use of languages.
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