Current Korean society is rapidly turning into multi-cultural society. There are various adaptation covering education, identity and understanding of multi cultures in order to cope with this change. However, only understanding and adaptation educatio...
Current Korean society is rapidly turning into multi-cultural society. There are various adaptation covering education, identity and understanding of multi cultures in order to cope with this change. However, only understanding and adaptation education of multi cultures are practiced in the actual education field led by schools so that Korean language education for students from multi cultural family is insufficient. Actually, basic communication skill of elementary aged children is learned through daily life but there are problems with learning language related to academic study due to inappropriate language exposure from family and lack of Korean language programs which supporting school studies. This problem on Korean language education is raising significance with poor achievement of students from multi cultural families. There are a few factors such as psychological and linguistic affecting poor achievement of multi cultural elementary students but most of all, shortage of overall ability in Korean language is considered as the biggest reason.
Hereupon, this researcher saw connection between level of Korean language skill necessary for studying and poor achievement of elementary students from multi cultural families. Therefore, current research is aimed at constructing learning lexical item intervention strategies that can support their learning based on learning condition of multi cultural students. For this, research focused on lexicon which is responsible for the most basic and core part of language and research process is described as follows.
In Chapter two, I reviewed theoretical background regarding subject studies and lexicon of elementary students. And in chapter 3, I researched learning lexical items appeared on the elementary school textbook. For the research, I defined lexicon as 'learning lexical item' related to subject studies in the elementary schools. And 'Learning tool lexicon' as the basic lexicon required in studying and which also work as learning tool. And 'Learning content lexicon' as the concept lexicon related to subject learning. This process provide dual meanings in the whole concept of 'learning lexical item'.
Based on this concept definition, I studied learning tool lexicon of 1st and 2nd grade elementary textbook and learning content lexicon in 3rd grade textbook. As a result, items of learning tool lexicon appeared 38times in 9 1st grade textbooks and 95times in 9 2nd grade textbooks. Moreover, by utilizing research result I recorded high frequently turn-up 'list of learning tool lexicon' which appeared more than 10 times.
For learning content lexicon, I researched total 16 textbooks of 8 kinds for 1st and 2nd semester of 3rd graders including 4 subjects - Korean language, Math, Social Studies and Science studies - and found out various learning content lexicon per subjects. Also, this learning content lexicon is mixed with daily life lexicon of low frequency and academic lexicon.
In chapter 4, I researched on the actual usage of learning lexical item appeared in writings. In this research, I studied and compared both students from normal family and multi cultural family and researched details that cover usage of daily and learning lexical item. And in order to increase objectivity of research, I introduced the new concept called 'learning lexical item density' and 'learning lexical item diversity' and analyzed in three steps.
In step 1, I used SPSS 17.0 to statistically process number of lexicon produced by each groups and figured out mean and standard deviation and in order to figure out lexicon usage difference between students from normal family and multi culture family, I used independent t-test. In step2, I compared learning lexical item density and learning lexical item diversity that I invented previously upon each group’s daily and academic lexicon usage that statistically meaningful difference was confirmed by independent t-test. In step3, I paralleled qualitative test over writings that test subjective produced during science class.
As a result of research, I figured out that as the density of daily lexicon and learning lexical item increase, the diversity of lexicon increases at the same time. And in commanding daily lexicon, there is no statistically meaningful difference between students from normal family and multi cultural family. On the other hand, in commanding learning lexical item, students from multi cultural is behind both learning lexical item density and diversity than bottom level group of normal family. Bottom group students of normal family scored 2.79% higher in learning lexical item density and in also learning lexical item diversity, 0.82% higher than the average of multi cultural family students. This result suggests that students from multi cultural family would suffer poor achievement in studying as their grade goes up if systematic guidance on learning lexical item is not provided.
In chapter 5, I researched lexicon learning aspect of elementary school students from multi cultural family and based on this, I constructed classes and strategies for learning lexical item intervention. First, as a result of research on lexicon learning aspect, I found out that several factors including experience, information, vocabulary, concreteness, meaning and context are interacting. And based on these factors I could extract that there are 5 aspects of lexicon learning process to students from multi cultural families and those are experience based, nonverbal information based, individual lexicon based, meaning based and post context based approaches.
Learning lexical item intervention class based on this result includes effective intervention method of learning tool lexicon and learning content lexicon through teaching process. Learning lexical item intervention class help understanding meanings of learning lexical item based on learning context of students, expand the meaning of lexicon, evaluate l
，韩语毕业论文，韩语论文题目 |
