The object of this study is to find out the teaching method to improve advanced Korean learners' communication competence using Drama. After the CLT has widely used in teaching Korean as a foreign language, there are many views and interpretations of ...
The object of this study is to find out the teaching method to improve advanced Korean learners' communication competence using Drama. After the CLT has widely used in teaching Korean as a foreign language, there are many views and interpretations of communication competence. It means that there is confusion surrounding what is communication competence and how improving Korean learners' communication competence. Therefore, this critically reviewed definition and components of communication competence from the viewpoint of teaching Korean as a foreign language, and also discussed which component should be improved for advanced Korean learners.
Advanced Korean learners have already reached a certain knowledge level of Korean language and learned certain skills to use Korean language. Therefore, they should improve socio-cultural context communication competence to succeed in various communication situation. Socio-cultural context communication competence is a competence to understand and use socio-cultural context in the communication situation to succeed in communicating with other people.
Drama could be a good material to improve socio-cultural context competence for advanced Korean learners. Drama offer authentic socio-cultural context, and give a chance to expand the scope of student's thinking. Furthermore, students could vividly experience socio-cultural context using drama.
This study was carried out in the following way. In chapter Ⅱ, discussed the importance and significance of communication competence in teaching Korean as a foreign language and defined the definition and components of communication competence. The reason why socio-cultural context communication competence needs to be improved for advanced Korean learners and the merits of using drama in teaching Korean as a foreign language were also stated.
In chapter Ⅲ, analyzed 4 Korean drama, 「I have to survive」by Cha Bum-Suk,「A Watchman」,「Chilsan-ri」 and 「In the field」by Lee Gang-Baek, based on historical/social situations, ideology and community's values/beliefs. The reason why choosing these 4 dramas was that the most important subject related to Korean socio-cultural context is division of the Korean peninsula and various aspects of division of the Korean peninsula are well reflected in these 4 dramas.
In chapter Ⅳ, suggested the contents of education, five distinct stages of teaching-learning model and application of the model using 「In the field」by Lee Gang-Baek. In chapter Ⅴ, summary of the study was discussed.
The significance of this is to clarify the definition and components of communication competence in teaching Korean as a foreign language and the importance of socio-cultural context communication competence to improve advanced Korean language learners' communication competence. Finding out the way to use drama in teaching Korean as a foreign language is also one of the significance. However, it has a limitation in the point that it couldn't be actually adopted and verified in practical classes.
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