In this study I intend to suggest the presentation education method for KLAP which primarily occupies the Korean language education field. As for the presentation education for KLAP, it has not precedent studies as many as we expect because it is at ...
In this study I intend to suggest the presentation education method for KLAP which primarily occupies the Korean language education field. As for the presentation education for KLAP, it has not precedent studies as many as we expect because it is at the initial stage by now. Therefore, it shall be required to have various teaching methods to improve KLAP’s presentation skill.
As a detailed method for KLAP presentation education, this study attempted to utilize peer feedbacks, and analyze learners’ use of peer feedbacks in the actual presentation, and establish the relevant presentation education method through ‘peer feedbacks’ based on the analysis result.
In Chapter 1, this study suggests background, objective, and method of the study as an introduction.
In Chapter 2, it examines feedback concepts and types, which are theoretical background of this study, and discusses the history of feedback studies in the language education. Also, it figures out the application with peer feedbacks to presentation education.
In Chapter 3, it analyzes mutual feedbacks among learners in actual classes by figuring out learners’ feedbacks upon the listening to peer’s presentation. Based on this result, it examines aspects of actual feedback uses after selecting the type of peer feedbacks. Next, it analyzes learners’ needs to figure out their opinions on their peer feedbacks, who have already experienced in peer feedbacks.
In Chapter 4, it attempts to suggest the presentation education method directly, which utilizes peer feedbacks based on Chapter 2 & 3 results. It suggest the education method through peer feedbacks, and then establishes an suitable outline program of education.
In Chapter 5, it suggests a conclusion.
In this study, aspects of actual feedbacks were examined, which were generated upon learners’ listening to peer’s presentation. According to aspects of peer feedbacks, their types were analyzed and then classified them into ‘contents (subject, composition, logic), attitude (voice, attitude, eyes), form (presentation language, pronunciation, word, grammar), and preparation (materials, memorization). In sequence, learners’ recognition was analyzed through interview, and they were found to recognize peer feedbacks as effective activities after receiving peer feedbacks, and desire to participate in such activities.
After analyzing aspects, types, and needs of actual; peer feedbacks, a detailed outline program of education was established with hypothesis of education method. Through such outline program, detailed presentation education method could be established by utilizing peer feedback. The outline program of education are composed of 4 stages; ‘precedent education of peer feedback ？ precedent training of peer feedback ？ peer feedback activity ？ spoken language feedback activity’.
Facing the initial stage of presentation education method for KLAP by now, this study is expected to suggest a new method to enhance KLAP’s presentation skill.
，韩语毕业论文，韩语毕业论文 |
