This study aims to look into backchannel responses in Korean language and to explore methods of the teaching backchannel responses in Korean language for Korean language learners. To accomplish these purposes, we
categorized the functions of the backchannel into verbal and non-verbal behaviors. Further, we investigated backchannel responses used frequently by Korean people to suggest a method of teaching backchannel responses in
Korean language. In Chapter 1, we specified necessities and methodology of the study. We reviewed previous studies and pointed out that all of them dealt with verbal
behavior. So, we adopted as objects non-verbal backchannel behavior as well as verbal one. Chapter 2 investigated two characteristics of backchannel: concept and property. Chapter 3 categorized functions of the backchannel into verbal and non-verbal ones to examine them, based on the investigation in Chapter 2.
First of all, we sub-categorized verbal backchannel responses into three; (1) listening and understanding, (2) expressing one's own feeling, and (3) responding and agreeing. The functions of non-verbal backchannel
responses were sub-categorized into four factors; (1) gaze, (2) facial expression, (3) gesture, and (4) physical distance between a speaker and a hearer.In Chapter 4, we investigated backchannel responses used frequently by
Korean to suggest a method of teaching backchannel responses for Korean language learners. For verbal behavior, we requested all survey participants
to choose their most frequently used verbal backchannel responses. The survey results showed that the most general responses of both male and female participants were "ye (yes)" and, "eung (ya)" or "ne (yes)",
respectively. The participants' responses told us that the roles of verbal backchannel responses are shown as 'I am listening to what you are saying' and 'expressing an interest in the contents of conversation.' However, the
influences of verbal backchannel responses on the male and female participants differ from each other. For male, 'friendliness' was the most influential factor followed by 'age', etc. whereas for female, 'consideration of
others' was followed by 'interesting topic'. Further, we presented situations on listening and understanding, expressing the participant's feeling, and responding and agreeing to determine the way of verbal backchannel
responses. We looked into the non-verbal backchannel responses with the most frequently used non-verbal backchannel responses. We found that the
participants responded with 'nodding' followed by 'smile' as a non-verbal backchannel responses. The roles of non-verbal backchannel responses were identical to those of verbal backchannel responses in that the non-verval one meant that "I throughly understand what you are saying" and "expressing an interest in the contents of conversation." The most frequently used body part to express non-verbal backchannel behavior was
'neck which is a part of head' and the behaviors were presented in the form of 'nodding or shaking their head, and touching their hair'. We provided five situations and investigated the following four functions of non-verbal backchannel responses according by situation: (1) gaze, (2) facial expression, (3) gesture, and (4) physical distance between a speaker and ahearer. Based on the survey data, we suggested a method of teaching verbal and
non-verbal backchannel responses of Korean people. To do that, we analyzed current advanced textbooks for university students. As a result of the analysis, backchannel responses have not been educated
at all. Especially, non-verbal behaviors which accounts for 70 to 90 percents of backchannel responses, were not founded in the textbooks. This motivated us to suggest two types of dialogues: (1) dialogues in the Kyung Hee University's advanced Korean textbook and (2) new dialogues containing Korean backchannel responses added to the textbook in (1). We inserted illustrations of the non-verbal backchannel gestures into the textbook in (2) so as to vividly depict non-verbal backchannel responses
as well as verbal ones. We sought to devise a learning methodology which simultaneously helps Korean language learners to study exact Korean backchannel responses and learn the relevant grammar. In conclusion, this study has following two significances. We contained
non-verbal behaviors as well as verbal behaviors of backchannel responses in a textbook. We analyzed verbal and non-verbal behaviors of backchannel responses used by Korean males and females with survey questionnaire in
order to help foreign learners of Korean to communicate in Korean more fluently. We suggested the problems of current textbooks, a way to proceed of the textbooks and a method of teaching backchannel in the textbook.
Further, in this research, we added Unit Backchannel in the textbook so that Korean language learners can study expressions of Korean backchannel as well as gestures of it with illustrations.
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