This study purposes to propose development measures of intermediate level of Korean textbook for Japanese learners. The study proposes textbook development measures to allow learners to study more positively on their own through concentrating on the a...
This study purposes to propose development measures of intermediate level of Korean textbook for Japanese learners. The study proposes textbook development measures to allow learners to study more positively on their own through concentrating on the actual communication studies rather than current grammar-focused studies by targeting the textbooks used in Korean classes in Japanese universities as the second language or liberal arts.
The study has processed the analysis of 5 selected textbooks that are published in Japan and mostly used in intermediate level Korean classes in Japanese universities. Through the analysis results, it proposed the textbook development measures to boost advantages and supplement disadvantages by organizing advantages and disadvantages of existing textbooks. Most of Korean textbook development studies in Japan are on beginner level textbooks, and those learners who deepen the study into intermediate and advanced have a small choice. Moreover, every textbook teaches different matters as no exact instruction on the contents should be studied at the intermediate level.
Chapter 3 analyzes the existing textbooks published in Japan. The analysis was done by separating into teaching・learning situation, external and internal composition of a textbook. For the teaching・learning situation, it analyzes as dividing into teacher, learner, and learning time. The external composition of a textbook is observed with publisher, publishing date, presence of relevant material, and prices, and for internal composition, it is analyzed as separating into overall composition, studying contents, and studying activities. The advantages of textbook were the presence of detailed explanation of the grammar that Japanese learners found difficult, and entire textbook is structured like a story, so the topic is comparatively familiar with learners. On the other hand, the disadvantages were the boring contents without illustrations or pictures, less speaking activities due to much grammar questions, different level of studying contents in different books, too much content that cannot be handled in class, and possibility of teacher-focused class because of explanation required contents.
Chapter 4 proposes the textbook development measures based on the organized advantages and disadvantages of textbooks. Beforehand, the textbook development theory and aspect for textbook development were observed, and set its direction proposed in this study. The directions are; first of all, using pictures focusing on conversational contexts to attract interest of learners rather than existing textbooks which has no illustration or picture. Second, put more importance to speaking activities using communication studies than grammar question textbooks. Third, propose vocabulary and grammar items to learn as existing textbooks take them differently. Fourth, set the number of chapters and contents by considering the class time, and propose examples of entire textbook composition and topics. Also, cultural elements are used for the cultural education, and compositions of the class and textbook chapters are given as examples.
Chapter 5 discusses how to apply the proposed textbook measures to actual classes in detail. The chapter proposes pronunciation practice with communication-focused teaching method, listen and repeat each sentence, listen to questions and answer, speaking by using visual materials, and information-gap activity. Moreover, current Korean classes in Japanese universities are mostly led by teachers however, this study proposes the class using the learning portfolio that learners could more positively and voluntarily participate in the class. This will be a material that gives an opportunity to allow learners to look-back to their learning procedure through the results, and to think what they have understood and the weak points by evaluating their own learning proficiency.
The textbook development measures proposed in this study would help Korean learners above the intermediate level from a point where communication elements are included in the grammar-focused textbooks, and materials to make the learners’ own learning process are proposed.
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