The purpose of this study is to examine the communication methods of female marriage-immigrants through analyzing their free colloquial discourse, and to present an educational plan to enhance their communication ability thereof.
The Korean society i...
The purpose of this study is to examine the communication methods of female marriage-immigrants through analyzing their free colloquial discourse, and to present an educational plan to enhance their communication ability thereof.
The Korean society is quickly becoming a multi-cultural one, with female marriage-immigrants at its center. Many of them are suffering from difficulties relevant to Korean communication, which has already been shown through previous studies. Recently, the policy supporting them has been institutionalized, and most local governments and social welfare organizations are providing Korean language courses for these immigrants. However, the studies aimed at them are wandering at a piecemeal level, and the teaching materials focusing on them do not originate from the accurate diagnoses. Because previous studies on female marriage-immigrants have not been performed based on the natural illocutionary data, an accurate diagnosis of their communication method will be necessary for the efficiency of the Korean education aimed at them, and for the development of their communication ability.
For this study, the colloquial discourse situation from five female marriage-immigrants from China, the Philippines and Vietnam was recorded. The communication was arranged by the interaction among the participants, which was performed very frequently through the discourse. Accordingly, knowing the method of their communication through analyzing the colloquial discourse will be the most appropriate. In order to examine the speech act conducted in the various situations, forty-nine female marriage-immigrants and their comparison group were examined, and nonverbal communication was observed using a face-to-face interview method. The collected data was analyzed after dividing it into linguistic aspect and a language use aspect.
After reviewing the data, the results show that there are the following characteristics in the communication method of female marriage-immigrants.
First, when it comes to the vocabulary aspect, the discourse index was usually used in their discourse. As for the use of interjections, far more various kinds of interjections were used than the contents within the teaching materials for the immigrants expressed. The interjection was used as a complementary means to deliver their illocutionary intention or emotion with their insufficient Korean resource. However, the conjunction and directive to enhance the connection of discourse were limited to only a few ones and furthermore were often used incorrectly.
Second, they would frequently communicate with imperfect sentences. Frequent errors caused by omission and the ‘word breakage’ situation not illocutionary to the end were characteristic in using postpositionals (ending words), which is unlike learners of general purposes. Besides, the use of grammar factors such as tense, passive verb derivation and interrogative was problematic.
Third, as for their discourse sentences, the omission of indispensable sentence factors and the inversion phrase were often seen. The omission of necessary components in sentences blocks the communication flow or causes others to receive the burden.
Fourth, regarding the socio-linguistic aspect, the socio-linguistic characteristics were analyzed centering on the use of designation, respect terms, and regional words. ‘Eomma’ was used as a designation for their husband’s mother, which means that ‘intimacy’ worked for the designation of their husband’s mother. The respect-word classes for others were limited to the ‘haeyo’ form and the ‘hae’ one, and the reception for listeners was often discarded. In addition, the influence of regional words was found in the vocabulary and grammar, and the more proficient the Korean language, the more frequent the regional word occurrence.
Fifth, their speech act was direct and assertive, and the additional expression did not occur, compared with the comparison group of Korean housewives. They would frequently fall short of politeness. It was also found that the longer one had resided in Korea, the similarities in Korean speech act expressions were greater.
Sixth, the female marriage-immigrants would often repeat the counterpart’s illocutionary actions or their own ones. They would use the mimic method, including gestures and hand signals, and request the counterpart’s help.
Based on the above result, the teaching method of Korean for the immigrants shall be suggested as follows:
First, when it comes to the linguistic aspect, the vocabulary taught to enhance the connection of discourse as well as the real life vocabulary considering their life range has to be performed. It should also be taught with simplified grammar used frequently in the Korean discourse community.
Second, the teaching has to focus on respect words and the speech act positively influencing the relationship with the counterpart. In regards to the expression of the speech act, the linguistic equipment to express politeness and the additional expression to show intimacy with listeners has to be focused on when teaching Korean.
Third, teaching communication strategies as a plan to overcome some problems during communication should be conducted. The communication strategy should be focused on the interactive strategy and the linguistic one to continually improve Korean proficiency.
Through their discourse data under a natural situation without the intervention of this researcher, this study tries to understand their knowledge and use aspects of the Korean language, which have not been revealed thus far. Even though the communication method of all female marriage-immigrants cannot be identified through just the discourse data of five immigrants, the ‘reality’ of their linguistic life can be grasped to some extent. Hopefully, this study can become a reference material for the development of new teaching materials and formation of curriculum.
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