This study discusses effective education methods for foreign Korean language learners based on influences of affectivity classes to Korean language education. To examine accomplishment satisfaction, attitudes and such of 'affectivity classes' in compa...
This study discusses effective education methods for foreign Korean language learners based on influences of affectivity classes to Korean language education. To examine accomplishment satisfaction, attitudes and such of 'affectivity classes' in comparisons, a contrary concept, 'Korean language classes based on perceptions only using textbooks' were selected for experiment classes.
According to class evaluation (point 5 scale of Likert), learners answered that they thought 'affectivity classes' to be 'easier to understand (/0.5), practical (/0.7), will bring much improvement if taken continuously (/06)' compared to 'classes based on textbooks). Especially high scores were given to study accomplishment satisfaction for 'listening (/0.7) and speaking (/1), and they felt 'less pressure for classes (/0.5), easier to concentrate (/0.5), better communication with teachers (/0.7), not afraid of questions and like to participate (/1), can check weak points independently (/0.9), less pressure to be with Korean people (/0.4) and more positive images for Korea (/0.6).' They have evaluated classes and images of Korea positively. In other words, if a teacher gives classes considering affectivity elements of Korean language learners, the learners feel they have more positive communication with the teacher to have much advantages like 'active participations, increase of capacities, increase of satisfaction for study accomplishments and better concentration.'
However, using only studied languages in classes for learners not familiar with native speakers showed some negative elements. It seems to be due to recognition of competitions with classmates, forced speaking in one-to-one conversations and language anxieties in classes. Therefore, more specific plans to overcome such hardships like frequent contact with native teachers, performance of cooperative tasks in group study activities and increased empathy of teachers should be considered. Also, the classes experimented for this study had weak grammar education contents. Since 'Korean language classes using textbooks' were carried out together, not many negative affectivity elements for lack of grammar showed, but grammar education depending on drama scenarios and lyrics of songs can hardly be systematical, and it may rely too much on only communicative understandings. Therefore, when classes are applied as integrated education, solutions for such insufficiency should be prepared.
，韩语毕业论文，韩语毕业论文 |
