The total number of immigrant women who have settled in Korea through international marriage is 127,683 currently as of May 2008.
In general, married immigrant women do not have a problem in communication, but their skills are insufficient in pronun...
The total number of immigrant women who have settled in Korea through international marriage is 127,683 currently as of May 2008.
In general, married immigrant women do not have a problem in communication, but their skills are insufficient in pronunciation and vocabulary and have difficulty in reading and writing though good at listening and speaking. Considering that married immigrant women are mothers who may influence their children？fs learning considerably, their low language skills can be obstacles to their children？fs normal language development and ultimately result in the children？fs academic underachievement. This can be a big social problem in the future.
This study proposed a practical vocabulary education method, assuming that Korean language education for married immigrant women, who have to rear and educate their children, should have different goals compared to Korean language education for other groups of learners with academic or business purposes.
The subjects of vocabulary education were married immigrant women whose Korean language skill was at the elementary level or higher based on TOPIK. It was because most of words related to kindergarten and school to be suggested in this study are covered in the intermediate, advanced or higher level.
In Chapter II, in order to show the necessity of practical vocabulary education, first, we surveyed the current state of married immigrant women and multicultural family children. Currently as of May 2008, the number of married immigrant women in Korea was 127,683. In May 2008, there were 58,007 multicultural family children but only 18,778 of them were students enrolled at school. In addition, many of multicultural family children had retardation in language development. According to a survey by the Seoul Global Center, 74.7% of them showed lower language skills than their peers.
Second, in order to set the direction of vocabulary education for married immigrant women？fs child education, we conducted a basic questionnaire survey with 21 married immigrant women. To the question on ？eThe reason for learning the Korean language,？f answers ？eFor daily life？f and ？eFor child education？f showed the same frequency. This reflects married immigrant women？fs situation that they have to lead their own life in Korea, to rear their children, and at the same time, to educate the children. Of the women, 16 replied that their children had a problem in language development, and to the question on Korean language skills that their children were poor in, ？eVocabulary？f was the most frequent answer. As to vocabulary that the married immigrant women wanted to learn in order to help their children？fs learning, 13 of the respondents replied ？eVocabulary related to school and kindergarten.？f
Third, we surveyed the current state of Korean language education for married immigrant women at 12 institutions. Most of programs provided 1 two？]hour class a week or 2 two？]hour classes (4 hours in total) in two weeks, and many of the institutions offered elementary, intermediate and advanced classes but some offered only classes of one or two levels. Furthermore, we analyzed 4 volumes and 6 kinds of Korean language textbooks for married immigrant women, focusing on vocabulary related to child education, which was covered only in 4 units in 2 volumes among the textbooks.
Based on the basic survey in Chapter II, Chapter III selected words for married immigrant women？fs child education, which were vocabulary related to kindergarten and elementary school. Vocabulary was selected by the subjective method. It was because this method was considered reasonable in that selection is made without substitution for other vocabulary in a defined situation.
The selected words related to kindergarten and elementary school were grouped by ？etheme？f in order to enhance the effect of learning by presenting words of the same type together.
Using the vocabulary selected in Chapter III, Chapter IV presented a syllabus and a class model of Korean vocabulary education for married immigrant women.
The education concentrated on reading, and vocabulary in reading texts was presented by ？einput enhancement？f of the focus？]on？]form teaching method. The education activities consisted of three stages: activities before reading; reading; and activities after reading.
We proposed that vocabulary education should include practices as long as possible. Such practices can be working as a daily assistant teacher in kindergarten or voluntary food service in elementary school. Through these activities, married immigrant women may play their roles as a mother more actively in children？fs school or preschool life. Moreover, when learning vocabulary related to learning materials like clay, the learners may have ？emaking？f activities using the materials and, after learning, play with their children or help them in their homework at home. This will result in efficient vocabulary learning and give married immigrant women confidence in children education.
This study is considered meaningful in that it suggested the necessity of vocabulary education on various situations that married immigrant women may encounter, selected words related to kindergarten and school where children have their learning activities, and proposed a syllabus and a vocabulary teaching plan.
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