The purpose of this research is to find out what the learners' and teacher's require from the teaching material for the increasing migrants workers' children to develop reading and writing. For this, the Mongol students who account for most of the mi...
The purpose of this research is to find out what the learners' and teacher's require from the teaching material for the increasing migrants workers' children to develop reading and writing. For this, the Mongol students who account for most of the migrants workers' children and the present-former teachers who have taught Mongol students have been questioned. Through the questionnaires, students' and teachers' general state of Korean, attitude of reading and writing Korean and the recognition and demand for Korean teaching material for writing and reading have been analyzed and the result is as shown.
First of all, Most learners have learned Korean with a purpose to enter a Korean school. The difficult sections of their having learned Korean were speaking and writing and they have preferred the small groups' and the partners' activities in class. Though the learners have a lot of motive, they lack interest and confidence in actual lessons. The reading material that they have often contacted with is fairy tales and internet datum and the reading and writing materials that they want to learn more is novels and Korean textbooks. In learning materials, the theme that they have much interested in is having relation to daily life. It is shown that students had a hard time with activities that was required strategy in the reading and writing activities in the learning material. They thought that the current teaching materials did help develop ability of reading and writing Korean, and what they wanted from new learning materials for reading and writing korean was the same.
Second, according to the learner's age, there were meaningful differences in several items. First of all, those who were age 15~18 with high cognitive ability had lower interest than other groups, and they also were lacking in confidence and activeness while reading and writing. Among activity of reading Korean, they thought that the easiest part was ‘activity of understanding the meaning after reading a word’, and the 7~11 years old group had the hardest time in doing ‘activity of summarizing contents after reading’. The 15~18 years old group had the hardest time in doing ‘reading and writing letters’ and ‘rewriting for composition of different object’ activities, while they thought that the easiest part was ‘activity of summarizing contents after reading’. the 7~11 years old group and the 15~18 years old group thought contents of the learning materials were the dullest, and especially the 15~18 years old group, compared with other groups, thought that teaching materials was short of interesting optical datum.
Third, There were some meaningful differences in some items depending on students' learning period of Korean. Those who have learned Korean for more than 12 months thought reading activity would be the most helpful to study in the time to come. The lower skilled group who have learned Korean for less than 6 months had little confidence in writing Korean, but they were aware of importance of activity of writing Korean. And so they have attended the lessons most actively. Among the Korean reading and writing activities, students that have learned for less than 6 months have a hard time in ‘summarizing contents after reading ’ and those who have learned Korean for more than 12 months have a great difficulty in ‘rewriting for composition of different object’. The learning students for under 6 months felt that current learning materials was difficult, and the learning students for more than 12 months were the most satisfied with the optical materials in learning materials. In respect of ability improvement of reading and writing through the learning materials, the learning students for under 6 months felt most effective.
Finally, the teachers thought the students had a lot of motive to attitude of reading and writing Korean, but they felt the students had little confidence in actual class. Especially they believed that students were less confident in writing than in reading Korean, and actually functions that the students had trouble to do were writing and vocabulary. In respect of the practical use of learning materials by the teachers, there were identical opinions of reconstructing the learning materials and applying it, and choosing supplement teaching materials and applying it. Moreover, teachers thought there were no various activities that attracted the students' interest in teaching materials, and the optical materials also did not interest the learners.
With being based on this result of analysis, the following suggestion can be obtained to develop reading and writing learning materials for migrants workers' children. Most of all, the learning materials of reading and writing Korean for migrants workers' children must be developed in
consideration of their interest because those who were educated were children and teenagers. Second, it must be developed to suit object of entering a Korean school. Third, learning materials must be made up of integrated reading and writing to improve ability of literary language that is required for learning activities, and it must consist of contents that can induct them into displaying high cognition ability. Last of all, in consideration of affective sides, it is natural that cultural aspects is considered when it is developed.
This research is significant of recognizing the importance of the Korean language instruction for migrants workers' children who make up part of the multi-culture society in Korea, attempting study of teaching materials development for the first time, and presenting basic material. I hope that the result of this research will be helpful to development of teaching materials for reading and writing Korean that will be used by migrants workers' children in the future.
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