ABSTRACT
A Study on Korean Lexicon Competence of Bilingual Speakers : Domestic Foreign School as the center of learning
Kim, Eun Joo
Major in Korean Language Education
The Graduate School of Education
Hanyang University
The purpos...
ABSTRACT
A Study on Korean Lexicon Competence of Bilingual Speakers : Domestic Foreign School as the center of learning
Kim, Eun Joo
Major in Korean Language Education
The Graduate School of Education
Hanyang University
The purpose of this study is to provide the fundamental data for enhancement of the Korean lexicon competence of bilingual speakers and suggest desirable application methods for lexicon teaching, based on the comparative analysis on the Korean lexicon competence of bilingual speakers in domestic international secondary schools with that of common school students.
To this end, this study conducted a survey on the duration of their staying abroad, the place of their staying, the time of their return to Korea, and their language usage at home to predict the factors in the bilingual speakers’ background that might affect the evaluation results and to confirm the variables.
Based on these results, a list of lexicon evaluation has been made, which is made up of selected 100 vocabularies of noun, verb, adjective, and adverb each from Level 3 vocabularies from Among these vocabularies, lexicon evaluation questionnaire has been made with reference to TOPIC(Test of Proficiency in Korean) conducted by KICE(Korea Institute of Curriculum & Evaluation), which is considered reasonable evaluation questionnaire to gauge the level of bilingual speakers in education curriculums.
The evaluation questionnaires for lexical competence primarily focused on how precisely they comprehend the meaning of vocabulary through basic meaning, contextual meaning, and relative meaning of each vocabulary. Accordingly, it was intended to determine that the comprehension level of bilingual speakers in international schools is appropriate for the level of formal education including academic vocabularies.
The subject of this study was made up of 273 students, 134 the bilingual speakers of me and female students in the international secondary school in Seoul, and 139 common school students of male and female students selected from 2 second-year classes in the secondary school in Seoul, 1 third-year class in the secondary school in Korea, and 1 first-year class in high school in Korea.
The results of the study conducted are as follows:
First of all, in regard to the “backgrounds of the evaluation subjects”, the bilingual speakers in international schools use mostly Korean at home, and showed a tendency to go abroad in their elementary in their lower grades and return back to Korea in their higher grades. This demonstrates that they consist of Korean language learners with mostly elementary levels, and they need full support and various teaching methods to develop their linguistic skills to an advanced level with critical and creative language usage.
Secondly, it has been illustrated that there were statistically similar distinction in ‘the knowledge about the meaning of vocabulary’ between the bilingual speakers in domestic international schools and common school students. Overall, the bilingual speakers in domestic international schools lack ‘basic meaning of the vocabulary’, ‘contextual meaning of the vocabulary’, and ‘relative meaning of the vocabulary’, and approximately 35 percent of them lag behind in the comprehension of the meaning of the vocabulary. In particular, it has been shown that their compression level of relative comprehension such as homonym, polysemi, synonym, or antonym lack significantly. Accordingly, active teaching methods and support from teachers’ as well as self-motivation and strong will of learners themselves are needed.
Thirdly, in regard to ‘the knowledge about part of speech’, both the bilingual speakers in domestic international schools and common school students showed low grades in ‘adverb’ section. Both groups showed a preference for fragmentary communication to various use of vocabulary in their language usage, and this in particular demonstrated the necessity for effective learning methods for ‘color words’ or ‘sense words’, which are distinctive of Korean vocabulary.
As illustrated above, this study has its significance in broadening the scope of Korean vocabulary education by providing fundamental data for Korean vocabulary skills of bilingual speakers in domestic international schools and suggesting the directions as regard to the Korean language lexical competence advancement for bilingual speakers and various teaching methods applications for them.
국 문 요 약
이중 언어 사용자의 국어 어휘 능력 연구
- 국내 외국인학교 한국인 학습자를 중심으로 -
김 은 주
한양대학교 교육대학원 국어교육 전공
(지도교수 이 삼 형)
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