This study is to devise content and ways related to teaching Korean for Korean learners in Russian elementary schools based on a Whole Language approach. Teaching Korean to Russian elementary school students started in the mid-19th century and has con...
This study is to devise content and ways related to teaching Korean for Korean learners in Russian elementary schools based on a Whole Language approach. Teaching Korean to Russian elementary school students started in the mid-19th century and has continued for a long time up until now. However, the regular teaching system considering some variables of learners like age or level, etc., has not yet been established compared to the Korean history of teaching. Especially, the selection of the elementary school teaching content, the design for teaching and learning ways which trigger Korean teaching that are required for Korean learners in Russian elementary schools as soon as possible.
Meanwhile, linguistic philosophy and teaching methods for young learners in elementary schools are necessary when teaching content. In how they are selected and the ways that teaching methods are designed since they have distinctive characters in terms of cognitive, affective, physical and linguistic aspects compared to adult learners. Therefore, this study chose a Whole Language approach as the theoretical base, which not only is a philosophy and a teaching method in itself focusing on the whole-person and a learner-centered education, but also has implications for inspiring young learner's interests and motivation, and emphasizing reality and the integration of education.
This study addressed teaching content and ways that are extracted from a Whole Language approach using a story as the main material and children's songs, a dancing routine, and animation, etc., in the field of teaching Korean for young learners. The experiment classes of this study were conducted in a total of 3 stages, and it shows preparatory experiments at the 1st stage, qualitative research at the 2nd stage and quantitative research at the 3rd stage. Specifically, preparatory experiments at the 1st stage have an objective of checking if teaching Korean classes based on a Whole Language approach can be applied in a Russian school. It was conducted for checking the possibility of field application through student surveys given to Russian elementary school students and teacher interviews after the classes using the story were held. Qualitative research at the 2nd stage has an objective of figuring out and organizing effective content and to check if the ways for young learners was concrete. For this, the classes were held for foreign children living in Korea, and the results were analyzed in terms of both cognitive aspects shown in the class processes, task assessment and analysis of the affective methods for learners and through parent interviews. Quantitative research at the 3rd stage has an objective of designing and applying Korean to the whole class considering the Russian learning environment and children's distinct characteristics of developmental stages based on the results of the experiments in the 1st and 2nd stages. The classes were given to Russian elementary school students, their cognitive and affective changes were measured through tests and surveys and opinions about teaching Korean were arranged through teacher interviews and parent surveys. The analysis is to provide effective teaching content and methods for teaching Korean for Korean learners in Russian elementary schools.
At last, this study established the objectives and content for teaching Korean for Russian elementary school students based on the discussion in chapters Ⅱ and Ⅲ, and as well, devised teaching methods based on a Whole Language approach. This study also refereed to both Korean and Russian elementary curriculum for foreign language teaching and reflected the opinions from students, teachers and parents. Based on the teaching objectives, balanced literacy teaching, contextual vocabulary teaching and authentic expression teaching were set up as the teaching content and were based on the 4 principles of Authenticity, Balance, Combination and Recursion. As more concrete teaching methods, literacy teaching using Phonics, vocabulary teaching using meaningful materials, and the teaching of expressions with the contrast between Korea-Russia using a story have been suggested.
This study is of great significance to deal with elementary school learners abroad who learn Korean as a foreign language, and established teaching content and suggested concrete teaching methods to realize all of these in terms of affective and cognitive aspects. It is expected to increase and develop attention to other active studies for KFL children in various language countries, as well as in Russia. Through this study which begins to identify the significance of a Whole Language approach in teaching Korean for Korean learners in Russian elementary schools.
，韩语论文范文，韩语论文题目 |
