The aim of this study is to analyze reading question types in Korean language materials for Korean language learners and suggest improvements based on the analysis. Learners learn effective practice for learning objectives and various reading strategi...
The aim of this study is to analyze reading question types in Korean language materials for Korean language learners and suggest improvements based on the analysis. Learners learn effective practice for learning objectives and various reading strategies while finding answers to questions in learning materials. Identifying characteristics by analysing Types and locations of questions in Korean language materials will help Korean language material development. Analysis the object is limited to intermediate Korean language materials as intermediate level requires understanding between paragraphs and reading comprehension of the context of a text, which is beyond getting the simple understanding of the text.
This study consists of the following objectives.
In chapter I, the purpose and necessity of the study is illustrated and precedent studies are discussed. In chapter II, Korean reading comprehension questions as a foreign language are examined. Suggestions are put forward based on concept change in reading, reader’s text reading process and strategies, concepts of questions, subject and locations of questions, theories depending on different Types and its classification basis. Classification by different Question Types is based on the Pearson-Johnson taxonomy of comprehension questions. Its subcategories are suggested after precedent studies applied to the taxonomy are examined. Locations of questions are classified by questions before, during and after reading around a text. Learning materials used by the Korean language institute are analysed by different levels and locations on the basis of question types and criteria suggested in chapter II and III. The finding shows that the most frequently asked questions are textually explicit questions whose answers can be derived from the text after reading. Meanwhile, the least commonly asked questions are textually implicit questions that require overall reading comprehension. This finding shows conflicting results of Korean language ability assessment that textually implicit questions are the most distributed in it. There is adisparity between learner’s reading ability required in Korean ability assessment and learner’s reading ability practiced through learning materials. According to the classification based on the locations of questions, the subcategory which appeared most frequently is questions after reading. However, research shows that questions during reading are not provided except materials from an organization. Based on these findings, the necessity of textually implicit questions and questions during reading is stated and questions are provided accordingly. The significance of this study is that question analysis in Korean linguistics just started and intermediate Korean language materials are analysed unlike precedent studies which have focused on question analysis of Korean materials for advanced language learners.
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