This study aims to find a methodology for teaching pragmatic aspects of Korean grammar (particularly the usage of ‘–겠-‘ and ‘–(으)ㄹ 것-’) in elementary KFL classes. According to SLA theories, understanding the learner’s cognitive p...
This study aims to find a methodology for teaching pragmatic aspects of Korean grammar (particularly the usage of ‘–겠-‘ and ‘–(으)ㄹ 것-’) in elementary KFL classes. According to SLA theories, understanding the learner’s cognitive process in learning specific grammar items is essential for learner-centered methodologies. And an approach which views grammar ‘as usage not as rules’ would help learners choose and use expressions appropriately for the context of communication. In light of this, this study adopts ‘Consciousness Raising’ as the methodology for teaching pragmatic aspects, enabling learners to notice how expressions are formed and allowing them to discover ‘by themselves’ the meaning of expressions. It is hoped that this in turn will work to help them become better communicators.
The composition of this thesis is as follows: In Chapter 1, the necessity and purpose of this thesis is presented and previous studies on the related subjects are examined. Chapter 2 presents how the expressions in question were described and explained in the academic area as well as in Korean language textbooks. This will be followed by reviewing whether existing pedagogical methods reflect and consider the pragmatic aspects of the two expressions. In Chapter 3, the feasibility of adopting ‘consciousness raising’ tasks in teaching pragmatic aspects of ‘–겠-‘ and This study aims to find a methodology for teaching pragmatic aspects of Korean grammar (particularly the usage of ‘–겠-‘ and ‘–(으)ㄹ 것-’) in elementary KFL classes. According to SLA theories, understanding the learner’s cognitive process in learning specific grammar items is essential for learner-centered methodologies. And an approach which views grammar ‘as usage not as rules’ would help learners choose and use expressions appropriately for the context of communication. In light of this, this study adopts ‘Consciousness Raising’ as the methodology for teaching pragmatic aspects, enabling learners to notice how expressions are formed and allowing them to discover ‘by themselves’ the meaning of expressions. It is hoped that this in turn will work to help them become better communicators.
The composition of this thesis is as follows: In Chapter 1, the necessity and purpose of this thesis is presented and previous studies on the related subjects are examined. Chapter 2 presents how the expressions in question were described and explained in the academic area as well as in Korean language textbooks. This will be followed by reviewing whether existing pedagogical methods reflect and consider the pragmatic aspects of the two expressions. In Chapter 3, the feasibility of adopting ‘consciousness raising’ tasks in teaching pragmatic aspects of ‘–겠-‘ and ‘–(으)ㄹ 것-’ is discussed. This is followed by mapping out and configuring the consciousness raising tasks which will be implemented in the classroom. These tasks promote output and participation from learners, i.e. promoting discussion in their mother tongues and using learner response systems as a learning tool etc. This is in turn, believed to be effective in fostering classroom interaction, accelerating learners’ conceptual learning and allowing them to verify their progress. Chapter 4 shows how these ideas are implemented in the classroom including screenshots of slides and guiding questions used to be presented as ‘input’ for the task. Chapter 5 finalizes this study by presenting the result of experiments conducted to verify the effectiveness of this approach in teaching pragmatic aspect of the expressions. As a result of the research, the conceptual learning achievement of learners in the experimental group was found higher than the learners’ in a control group. Analyzing the data collected from a questionnaire given to the learners, the study presented data suggesting that this approach increased the scope of interactivity in the classroom, thus enhancing more active participation among learners. This active participation in turn led to a marked improvement in their communicative abilities.
，韩语论文题目，韩语毕业论文 |
