This study has conducted the classes based on the curriculum of Korean as second language in accordance with the announcement of 「Advancement Plan of Education for Multicultural Students」. The immigrated elementary school students with multicultural background, who are the subjects of this study, were experiencing learning underachievement and maladjustment and also both of the teachers and students were in a difficult situation. On this account, the Korean language classes have been undertaken by using the 「standard Korean」 textbooks along with the Korean language specialized teachers in the 「Korean classes」 that were operated in the form of after school. The KSL education is the subject that allows students to equip themselves with necessary knowledge to live an independent life as a member of the Korean society in the future through developing an ability to communicate in Korean (Everyday Life Korean) and also an ability to learn several subjects based thereon.
This study observed the classes of teachers and students continuously during the study period and examined the analysis as to the aspects of text utilization from the perspective of "what experience did you have during the class using the 「standard Korean」 textbooks?" First, this study reviewed each case of various class circumstances that appeared in the teaching-learning method in accordance with the configuration system of textbooks. The significance hereof is to enhance the utilization and class impact of textbooks by examining and analyzing about how those 「standard Korean」 textbooks, which had been developed to improve the Korean proficiency and communication ability of the elementary school students with multicultural background, were utilized in the actual education of Korean as second language (KSL) from various perspectives. First, the teachers instructed the extended vocabularies as to various objects and circumstances in addition to the basic vocabularies, which were presented in the textbooks, at the <vocabulary learning> that was Everyday Life Korean. At <conversation practice>, they showed the elementary level learners the limitations to the conversation in accordance with the target sentences using grammar. At <listening>, a separate explanation as to the essential vocabularies had to be provided since those elementary level learners could not understand the overall information as they were focusing on listening due to the unfamiliar vocabularies. At <speaking>, "the activity of speaking by changing the role" was too hard for the elementary level learners due to the task activity that they had not experienced previously from the vocabulary learning or conversation practice. At <reading>, they could not understand the overall flow of text; thus, the teachers were seeking for an answer through the confirmation questions for each sentence to find out whether they had understood the content. Almost none of the <writing> activity has been completed and they could write only about one sentence. Even when they wrote sentences, they wrote only factual stories but they could not conduct the writing activity using their thoughts or feelings. At the corner of <Let's do it together>, they formed a consensus with the teachers by doing games or plays in addition to the textbooks. Second, it was difficult to explain the concept summary about "functions of learning and communication" in a short period time to the learners who had a very different learning background culturally due to the time constraint at <skill gets better every day> that is the learning Korean. However, they showed confidence in learning the subjects by the efforts of teachers and students as shown in several cases. Third, the leaders with multicultural background, who were bilingual at <cultural learning> that was the function of rest place, felt proud of using two languages since they had a firm sense of self-identity. Also, they got self-esteem as to their home country through the cultural learning.
The improvement direction deducted based on the result of the aforementioned case study for the utilization of 「standard Korean」 textbooks is as follows. First, it would be imperative for schools to attempt changes multi-culturally even though it would be equally important to carry out the curriculum in order for the education of Korean as second language to achieve the desired effect through the pleasant school life of students with multicultural background. Second, there have been some cases in which the textbooks have not fully reflected the curriculum due to the inappropriate learning direction or problem presentation of teachers while analyzing the aspects of textbook utilization. It would be imperative to conduct training on the 「standard Korean」 textbooks for the Korean language teachers in order to utilize the textbooks more effectively. Third, it is required to have multifaceted care to allow the teachers to conduct class more comfortably in order to achieve outstanding educational outcome of Korean as second language through the appropriate and effective use of 「standard Korean」 textbooks.
，韩语毕业论文，韩语论文范文 |
