The idealistic aim in foreign language education is to communicate effectively. To communicate well, four abilities of speaking, listening, reading and writing should be developed overall. However, of course verbal skills are important, but the import...
The idealistic aim in foreign language education is to communicate effectively. To communicate well, four abilities of speaking, listening, reading and writing should be developed overall. However, of course verbal skills are important, but the importance of writing and reading abilities have been emphasized recently as the number of the learners who want to go to university or graduate school in Korea is on the increase. In addition, this study shows its necessity to be done in that Asian students, especially Chinese students account for more than half of all the foreign students in Korea.
The purpose of this study is to set the foundation of integrated education, analyzing the correlations between vocabulary and grammar abilities, which is an expression part of TOPIK(Test of Proficiency in Korean) and reading ability, which is a comprehension part of TOPIK.
In chapter 1, I urge the necessity and purpose of the study and deal with the current status of evaluation of Korean language and mention about precedent studies on TOPIK which tests proficiency in Korean. I particularly focus on studies on fields of vocabulary, grammar and reading and arrange the results of studies on the correlation between them.
In chapter 2, I deal with the theoretical background of vocabulary, grammar and reading abilities in Korean language education and define subcomponents of reading ability to be tested as factual comprehension and inferential comprehension.
In chapter 3, I set the testing tools for measuring vocabulary, grammar and reading abilities. The framework of the testing tools is set, analyzing items in the fields of vocabulary, grammar and reading from the 24th to the 28th TOPIK and classifying the measuring factors. I used questions from previous TOPIK which currently have public confidence in evaluating proficiency of Korean. Considering the current proficiency of Korean, questions from the 24th to the 28th TOPIK were chosen by types, maintained the existing format of questions and did not change them arbitrarily. I chose the questions with two teachers who had been taught Korean in university for five years. From several TOPIK, I tried to avoid the same materials and kinds of articles twice and choose various types of questions. These are questions from previous TOPIK, but it is possible that the questions were chosen subjectively by the teachers including me. Accordingly, I analyzed the chosen questions with TestAn 1.0 program. The result of analysis shows that 30 questions of vocabulary and grammar and reading at intermediate and advanced level have a proper level of difficulty and assess well the level of the students. Therefore, the total 120 questions have reliability as a testing tool which can test students consistently in each field.
In chapter 4, I describe subjects and methods of the test and explain the result of the correlation and the regression analysis with SPSS 21.0 for Windows. The test was carried out targeting the Chinese who go to language school of a university, university or graduate school in Korea. 45 students whose levels are 3 or 4 in language school or of TOPIK are classified as intermediate level and 50 students whose levels are 5 or 6 are classified as advanced level.
Finally, in chapter 5, I sum up the result of the study on correlation which is significant according to the result of the analysis and mention about meaning of this study. 'Abilities of vocabulary and grammar exert a strong influence on ability of reading,' the experiment hypothesis of this study is important as its significance probability of all the intermediate and advanced level students is p<.01. However, the detailed results are different according to levels. Intermediate students show that their vocabulary ability has a great influence on factual comprehension and grammar ability has an influence on inferential comprehension. This is because intermediate students are expanding their vocabulary mechanically and passively in contrast with advanced ones, which has an influence on factual comprehension such as understanding related stories, choosing main thoughts, or selecting what corresponds to the text. However, advanced students show that their vocabulary ability has a decisive effect on factual comprehension and inferential comprehension. This is because they have been exposed to various kinds of reading materials and this makes them get used to Korean while learning it. This helps them increase their vocabulary including individual vocabulary exponentially, so they are expected not to be interrupted by grammar, subject matters or kinds of the articles when they read them.
It is not true that only high correlation have a value of integrated education and low correlation of vocabulary, grammar and reading abilities does not have educational value. There is a limit that the result shows a slight measures from the data of the correlation due to few subjects, which can be overlooked. However, this study is meaningful in that the foundation of integrated education in the fields of vocabulary, grammar and reading can be set through the correlation which has empirical basis. Through more tests, the method of integrated education between factors closely connected with should be presented and the correlation between fields is well worth a careful study.
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