In language education, the four language skills such as listening, speaking, reading and writing are to be taught in balance. However, among those four, listening and speaking are the most frequently used in everyday life. Therefore, more attention ne...
In language education, the four language skills such as listening, speaking, reading and writing are to be taught in balance. However, among those four, listening and speaking are the most frequently used in everyday life. Therefore, more attention needs to be paid to the education of listening and speaking.
Especially in speaking, the ultimate goal of teaching is to enable students to speak like a native speaker. Nevertheless, this goal is hard to reach only by studying written expressions from textbooks, but they would need to study colloquial expressions, which is, in turn, idiomatic expressions.
Since idiomatic expressions reflect historical and social backgrounds of the people in the same community, people from different communities would have a great difficulty in understanding the meaning of idiomatic expressions, and they are very likely to fail to communicate with successfully. For this reason, teaching idiomatic expressions is quite essential for Korean language learners.
In this study, I will analyze the textbooks for Korean language learning, used by four universities in Korea;『Korean1～4』, published by Language Education Institute, Seoul National University,『Easy to learn Korean1～6』, published by Sungkyun Language Institiute, Sungkyunkwan University,『Yeonsei Korean1～6』, published by Korean Language Institute, Yeonsei University, and『Speak KoreanI～V』, published by Ewha Language Center, Ewha Womans University.
For the textbooks for idiomatic expressions, we will look at『살아있는 한국어(관용어)』, by Kim Sun-Jung(2006), and『한국어 속담 100 관용어 100』, published by National Institute for International Education Development (2002). We will also take a look at sample questions about idiomatic expressions from previous TOPIK(Test of Proficiency in Korean), to analyze the relationship between practical learning environment and evaluation environment. The reason we look at TOPIK is that the goal of Korean language learners is to be fluent in Korean, and TOPIK is the only tool to measure the level of fluency in Korean.
In chapter 4, based on the study above, two lesson plans for intermediate learners will be presented. One is focusing on idiomatic expressions, based on Bernard D. Seal’s theory which includes three stages of conveying meaning, exercises that check understanding, and consolidation. The other is focusing on general methods of teaching and learning based on five stages of education: import, tips, practice, utilize and organize.
，韩语毕业论文，韩语毕业论文 |
