This study, paying close attention to schema as an important factor when people read a passage and construct its meaning, focuses on setting the relationship between the social context of the students from multicultural families and the reading abilit...
This study, paying close attention to schema as an important factor when people read a passage and construct its meaning, focuses on setting the relationship between the social context of the students from multicultural families and the reading ability and proposing the educational suggestion. When people read, schema gets started and the activated background knowledge again makes people understand the contents of the reading passage more easily. Then, such schema is formed within the social cultural context.
In this respect, this manuscript premises that the reading ability of the students from multicultural families is not irrelevant to the social cultural background and such background is closely related to foreign mother.
To inquire the correlation of the social cultural context and the reading ability of the students in the multicultural families, following research questions were set up.
First, what influence does the foreign mother's social cultural background have on the reading ability of the students from multicultural families?
Second, does social cultural context applied reading have positive affect on the reading ability of the students in multicultural families?
Based on the above research questions, the 8 students who are middle school students in the first year and from multicultural families in Seoul, Gyeonggi province, and Incheon were selected as research objects. The students' foreign mothers are from various countries: Taiwan (5 people), Mongolia (1), China (1, of Korean descent), and Philippine (1). Like this, research objects are consisted of the students whose mothers are from the various countries.
The research methods were questionnaire, interview, etc. centering on case studies. The research period was from January (2009) to May 22nd (2009) for about 6 months.
In order to verify the effect of the social cultural applied reading method, this study designed preliminary and post examinations. And through the devices like worksheet, vocabulary education, sentence connecting education, searching for the main idea education, and reading education using the background knowledge were implemented. The conclusions of this study from the above are as follows.
First, the schema of the multicultural family background students was proved to gs pinfluence from their mother's homelands; in case of the student having Chinese origin mother, the students knew Chinese characters very well, but sometimes excessively applied Chinese characters to Korean language and made errors. On the other hand, the students having Southeast Asia origin mother, showed tcharthey do not have abundant Chinese character based vocabulary.
Moreover, the students from multicultural families revealed low degree of comprehension in Korean related text. The social cultural background knowledge about this was also showed low. This is understood as the foreign mother's lack of the social cultural background knowledge of Korea. On the other hand, the students had abundant knowledge about the social cultural background of their mothers' homeland.
Second, the multicultural family background students showed more improved result in post examination than in preliminary one. Social cultural background applied reading education on the students from the multicultural families proved to be effective in bringing the learner's improvement in reading ability.
Through the above results, this study on the correlation of the social cultural background and reading ability of the students from multicultural families found the following meanings.
First, most studies related to the multiculturalism have the foundation on statistics based group and quantitative study. However, this study has methodological meaning in studying rare cases based on the real situational data about the learners in multicultural families. Therefore, this study offers a platform for the succeeding studies related to this study.
Second, setting the focus of the study. By restricting the study focus and describing centering on this, the direction of the study was consistent.
Third, this study paid attention to the social cultural differences which are the causes for the maladjustment of the students of multicultural families in contrast to the Korean native language learners. And, among the low abilities, this study also extracted four factors which are presumed to be affected the most by social cultural differences and focused on them
This study has a great meaning in suggesting the reading education by relating the social cultural differences of the multicultural families to the family conception of literacy or the attitude toward Korean culture. This study is expected to construct the meaning of reading within the multicultural family background students' social cultural context and to dedicate to the educational plans about reading ability of the students from multicultural families related to the students' context.
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