This study aims at methods for Korean language education through cooperative learning to improve linguistic, interactive and communicative skills among international married migrant women and their children from the perspective of mutual, not separate...
This study aims at methods for Korean language education through cooperative learning to improve linguistic, interactive and communicative skills among international married migrant women and their children from the perspective of mutual, not separate, two-way relations.
In chapter 1, problems related to multi-culture families and proper solutions, or the objective of this study, are presented. Also, prior studies on international married migrant women and their children are reviewed. Mostly, previous studies took separate approaches to migrant women and their children and limited their approaches to actual conditions of them in terms of children's development resulting from international married migrant women's behavior from the aspect of one-way relations. Accordingly, the present study is to look at the relation between international married migrant women and their children from a two-way perspective.
In chapter 2, prior studies on early childhood development based on the interactions between mom and her child are discussed and the importance and necessity of interactions between international married migrant women and their children are mentioned. As a way to enhance the interactions in Korean language education, cooperative learning theory is presented and discussed as well as the necessity of cooperative learning for Korean language education between international married migrant women and their children is stated.
In chapter 3, a questionnaire survey is conducted with international married migrant women and the results are analyzed. By definition, international married migrant women refer to foreign women married to Korean men irrespective of their nationality and age. 69 study subjects selected are taking non-profit Korean language courses in Seoul and Incheon regions, and 66 questionnaire responses are analysed. To sum up the analysis, international married migrant women come to Korea without Korean language learning, leading to troubles in linguistic interactions with their children. Moreover, regardless of having children, they are badly concerned about their Korean language skills including pronunciation in association with child rearing and education as well as communication. Also, they consider their children lack in language skills in general and regard the cooperative learning along with their children as a positive idea because it will increase the chances of communication, participation in their children's education, responsibility and mutual understanding. Specifically, most of them request one-hour cooperative learning daily along with a number of people in the present institution. Regarding preferred learning, their preferences are diverse but particularly they want to read fairy tale books.
In chapter 4, based on the questionnaire survey results done in the previous chapter, methods of Korean language education through the cooperative learning between international married migrant women and their children are put forth starting with the educational principles of the cooperative learning for Korean language education between the two parties followed by models of teaching in class, composed largely of pre-class, in-class and post-class activities. In particular, the in-class activities are sub-divided into stages before and after cooperative learning. Before the cooperative learning, international married migrant women, their children and the teacher perform the activities of cooperative learning in advance to build a schema before class and to provide a chance to practice ways of doing cooperative learning activities for learners.
In chapter 5, based on the analytical results in chapter 3 and educational principles and teaching model mentioned in chapter 4, sample lesson plans are suggested for Korean language education between international married migrant women and their children through cooperative learning. The lesson plan is composed of pre-class, in-class and post-class activities with specific content along with the evaluation sheets for individual and peer reviewers.
This study is meaningful in terms of the following:
First, the approach is based on two-way perspective toward international married migrant women and their children, not on a separate one-way view point.
Second, the cooperative learning method put forth here is to enhance positive effects of interactions between migrant moms and their children on Korean language education, adding much to emotional and linguistic effects. In particular, the cooperative learning model mentioned above is applicable not only to the Korean language education but also to art, science, shape-building and other activities.
Hopefully, the cooperative learning will do good to Korean language education for international married migrant women and their children, in the course of which they can interact more to gain some positive effects on emotional stability and linguistic development as well as seamless communicative proficiency. Also, studies on enhancing interactions between international married migrant women and their children for their Korean language learning will be furthered.
，韩语论文，韩语论文题目 |
