In March 2012, the Ministry of Educational Science and Technology announced its plan to adopt Korean as a Second Language (KSL) program through multicultural student education advancement plan. KSL program is to be established so that KSL can be manag...
In March 2012, the Ministry of Educational Science and Technology announced its plan to adopt Korean as a Second Language (KSL) program through multicultural student education advancement plan. KSL program is to be established so that KSL can be managed as one of the regular courses in Korean elementary, middle, and high schools from 2013. Also, a standardized Korean language textbook and Test of Proficiency in Korean (TOPIK) are expected to be developed and distributed in schools in 2012. The Ministry of Educational Science and Technology will finish developing the KSL program, TOPIK, and textbook by the end of this year and will carry them out next year.
Thus this study aims to analyze the existing Korean language textbooks developed for lower graders in elementary schools and to set a beginner level KSL textbook focused on reading, in order to improve Korean language skills. Elementary school students have been selected as objects of this research since most of the multicultural students are currently attending elementary schools. In addition, because the Ministry of Educational Science and Technology is planning to develop phased textbooks according to pre-intermediate, intermediate, and advanced levels, this study focused on the composition of pre-intermediate level textbook. Meanwhile, among the language skills of multicultural students lack reading and writing skills more than they lack speaking and listening skills. Therefore textbook is developed centering on multicultural students' reading skills.
In order to set the direction for pre-intermediate KSL textbook development, <I like school - pre-intermediate>, <Fun school, learning Korean together>, <Learn, share, and dream the world together>, and <Happy class, multicultural world>, books of which are developed targeting multicultural students at elementary schools, have been analyzed. Prior to analysis, multicultural literacy and second language educational theory have been examined. The following research questions have been covered based on such multicultural literacy and second language educational theory.
First, are Korean textbooks developed specifically for multicultural students of lower grades in elementary schools proper for improving multicultural literacy?
Second, are Korean textbooks developed specifically for multicultural students of lower grades in elementary schools proper to be used for second language education?
Textbook analysis based on multicultural literacy will see if contents of mutual cultural communication are reflected and if it took learners' reading levels into account. The results based on the Korean Education Program that the Ministry of Educational Science and Technology (2012) shows are as the following:
First, based on the result of analyzing Korean textbooks in the perspective of mutual cultural communication <I like school - pre-intermediate> and <Happy class, multicultural world> covered mutual cultural communication well.
Second, based on the result of analyzing Korean textbooks in the perspective of learners' reading level consideration, <Fun school, learning Korean together> only had two units related to reading. Also it considered the lower graders' characteristics and inserted photos and illustrations to help understanding the text, and especially in the case of <I like school - pre-intermediate>, it had requested design to an outsourcing company and used appropriate color illustrations.
But in general, readable text level, contents, and genres were not proper for lower graders' in elementary schools. Readable text level proper for elementary school students includes decoding Korean, understanding words, realistic understanding, inferential and critical understanding, and creative understanding. The contents should show identity, variety, and cooperation, and genres should be shown in various ways including explanatory writing, stories, fairy tales, and so on.
Third, based on the result of analyzing Korean textbooks in the territory of daily Korean communication, they well reflected in the perspective of topics and communication skills; however, in the perspective of vocabulary textbooks had big differences. <I like school - pre-intermediate> used approximately 12~21 vocabularies but <Happy class, multicultural world> used only 2~5 vocabularies.
Fourth, based on the result of analyzing Korean textbooks in the territory of learning Korean, its language and social studies topics were mainly being covered. The field of math and science was merely being covered and showed the tendency of one-sided humanities curriculum. Since multicultural students are learning Korean as a second language for better communication and to get help in learning other subjects of study, such a tendency should be supplemented.
The study based on the mentioned results showed a mean to develop pre-intermediate level reading textbook. The basic direction of such a textbook has been shown in this study. Moreover, based on the composition methods and principle of textbooks, elements related to multicultural literacy, daily Korean communication, and Korean learning have been reflected to show the reality of textbook development.
，韩语毕业论文，韩语论文范文 |
