I expect that this is helped for foreign female marriage immigrants who have a difficulty for communication of Korean language, to raise their communication capabilities of Korean language. Female marriage immigrants have a big difficulty of lan...
I expect that this is helped for foreign female marriage immigrants who have a difficulty for communication of Korean language, to raise their communication capabilities of Korean language. Female marriage immigrants have a big difficulty of language barrier and cultural differences at Korean life. After marriage, they moreover have been many time constraints by pregnancy, child birth and various roles that family require. I dwelled on the education of effective language acquisition in a short time to this female marriage immigrants in light of their particular cases.
On the basis of this critical mind, I researched the solution that learners resolve to have a difficulty to communicate with Korean language. This suggested the proverb as a solution that can apply not only to theory but also to real Korean culture. Because proverb has both communication side and cultural and educational side. If we use adequately the proverb that connotes Korean language and culture, this produce considerable effect.
The existing Korean language test book for female marriage immigrants only gives minimum language communication for them to settle in Korean life. This attempts to use proverb as a solution that can raise both understanding ability of various culture factors and capability to cope with each status. This made preparation for education method that can be helped to understand Korean culture. This prepared food proverbs that reflect characteristics of Korean culture and were familiar with every day life.
the contents of discussion up to now are arranged as follow.
At first chapter, This illuminated purpose and necessity of this research and suggested the content and method in detail. This divided the preceding research for proverb into 'research for proverb', 'research which use the proverb' and 'research for food proverb' and considered proverb in the field of Korean culture's education.
At second chapter, This examined cultural concept and characteristics and confirmed an inseparable relation between language and culture. This illuminated that proverb was made through people's life experience and reflected the wisdom of people's way of thinking, consciousness structure and emotion. And also, This grasped that proverb was high educational value which reflected both communication side and education side.
At third chapter, This examined the educational status of food proverb, among proverbs that was enlisted in Korean text book.; 1. examined Korean language text books of 6 universities such as KYUNG-HEE, YEON-SEI, LEE-HWA, SUN-MOON, SEOUL and SEO-KANG. 2. Korean language text book with female marriage immigrants, 3. two special proverb text books; 'Korean language that learns with proverb', 'Living Korean language's proverb'.
And also, this did a survey for understanding degree of proverb and frequency of use of food proverb. At this research, to investigate high frequency proverbs with more objective method, This surveyed food proverbs that they listened and used frequently in life to 91 people. And also, this considered level of difficulty by grade about food proverb through investigating awareness of Korean language teachers for food proverbs. Finally, through survey results, This classified food proverb's list by grade into elementary level 10, middle level 16 and high level 10.
At fourth chapter, This considered the scheme of effective food proverb by grade and suggested models of instruction for food proverb. At elementary level, to reduce pressure for instruction and for learner to have easily access to instruction, this made a class guideline that made up for linguistic difficulty by using visual tool such as word card, picture, photo, PPT and video. At middle level, because learner took a basic vocabulary and grammatical knowledge, this composed for learner to study the background knowledge of proverb by using interesting traditional tale, fable and folktale. At high level, as teacher played a role in mentor or guide, not doing on sided lesson, this endeavored that the class would be proceeded with co-working between teacher and student. There are discussion, project lesson and grouped study at this level. At this level, This composed class scheme of raising language fluency, accuracy, expressiveness and organizing capability of story.
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