People express their opinions and thoughts based on the information from reading books and newss, watching television shows, films, and news or remembering what others and himself said editing the information to suit his intention and purpose. Th...
People express their opinions and thoughts based on the information from reading books and newss, watching television shows, films, and news or remembering what others and himself said editing the information to suit his intention and purpose. This means that they need the ability to produce his own text integrating the information received critically from reading and listening other texts with his background knowledge.
To produce a text, it is necessary to utilize his own background knowledge. The background knowledge also consists of the knowledge from other texts or conversations with others. Thus, a text is made of interrelation with other texts. The interrelation between texts, which means one text is interrelated to another text, is called intertextuality.
This study reviews the needs of integrated teaching listening and speaking based on intertextuality which helps Korean learners to improve their communication skills. It is necessary for Korean leaners to expand their activities, strategies and the knowledge for performing tasks and to compose and expand the contents in the whole listening and speaking tasks. This study aims at proposing the direction of integrated teaching and an integrated listening and speaking task model which is possible to realize in class.
Chapter 1 presents the needs of integraded teaching based on the idea of intertextuality and reviews the previous studies on integration and intertextuality in Korean education as a foreign language.
Chapter 2 reviews the existing definitions of intertextuality from the viewpoint of social constructivism as a theoretical background of this study to define the idea and grisp the aspects. It also reviews what content knowledge is and applies it to the listening and speaking based on intertextuality to define what it is and how important it is and to present the needs of teaching content knowledge.
Prior to presenting an effective method for integrated teaching listening and speaking based on intertextuality, Chapter 3 analyzes the listening and speaking tasks in 4 kinds of existing integreated Korean textbooks for foreigners in Korean institutes to examine existing integrated teaching methods. It analyzes the aspects of intertextuality in listening and speaking tasks to find out how those listening and speaking tasks integrated and whether there is any intertextuality between the listening text and the speaking activity. In addition, it grasps the problems of existing Korean teaching methods and tries to find solutions to the problems.
Based on the analysis, Chapter 4 presents an integrated task model linking listening and speaking activities with respect to intertextuality and presents an composing method with an example. A task is composed to recognize the information or facts revealed in the text through reading comprehension to apply it to the speaking task with learners’ own background knowledge and brain activities to realize intertextuality. To compose content knowledge actively, a task is composed with various texts according to a standard. It integrates listening with speaking, especially integrating post-listening with pre-speaking to make the integration natural.
Chapter 5 summarizes the contents of this study and presents the suggestion of an integrated listening and speaking task model and its limitations based on all the arguments in this study.
，韩语论文题目，韩语论文网站 |
