This study has its goal to reinforce each learner to participate in the class and allow every learner to take part in the class more actively so that Korean learners can improve their speaking ability. Thereupon, it suggests an educational method thro...
This study has its goal to reinforce each learner to participate in the class and allow every learner to take part in the class more actively so that Korean learners can improve their speaking ability. Thereupon, it suggests an educational method through Jigsaw.
To achieve the goal, this article establishes criteria to select tasks which can be applied to Jigsaw by synthesizing the discussions of Korean education, English education, and Pica et al. (1993). The first criterion is to have a specific theme but exclude the types of tasks that deal with too personal information or feeling or something too abstract as their subject matters. Second, the task presented in class can be divided into subcategories of which ranges are connected with one another. Third, when the subcategories of each task divided are put together, the results they produce should pursue the same goal to be achieved. Fourth, this suggests that the task requires information for life, educational knowledge, or educational inquiry. Based on these criteria, it made a list of the tasks that are applicable in the intermediate or advanced level Korean textbooks. In addition, in order to suggest class organization stages applicable to Korean education, this study suggests five stages of class organization to be applied to Korean speaking class, “posing a question, figuring out the problem, exploring the problem, solving the problem, and evaluating the problem solving” by synthesizing the class organization stages based on the speaking class organization in Korean education and the Jigsaw models in Korean and English education. It also suggests strategic activities necessary in each stage considering the strategic activities of Jigsaw including home team activity, expert team activity, and expert team reconvening activity. Based on this, it arranges the lesson procedures to be applied in the actual class and suggests what teachers need to be cautious about when applying them to their class and what learners should be aware of, and then prepares the lesson plans for intermediate and advanced level Korean class.
This article has its value in suggesting an effective method to improve learners’ speaking ability eventually as it forms an environment that allows every learner to participate in the class by activating learners’ individual participation through Jigsaw. However, this study limits its subjects to be applied to actual Korean education as intermediate and advanced learners. Therefore, it is expected that follow-up researches which study Jigsaw for beginners and verify its effect will be performed afterwards.
，韩语论文，韩语论文 |
