This focuses on organizing dialogues as a method for improving speaking ability and communicative competences teaching Korean as a foreign language. Communicative competence for a comfortable conversation needs both understanding on a language a...
This focuses on organizing dialogues as a method for improving speaking ability and communicative competences teaching Korean as a foreign language. Communicative competence for a comfortable conversation needs both understanding on a language and sociolinguistic competence in a language society. Accordingly, it is important for Korean learners, as non-native speakers of Korean, to learn dialogue competence in Korean-speaking society with native speakers of Korean, which is a target language.
Chapter 2 studies the concepts and scopes of spoken-communication, and listening speaking learning purpose. Considering that communication methods through dialogues are different from languages and cultures, communication competence through Korean language can be divided into linguistic communicative competence, non-linguistic communicative competence, and sociolinguistic communicative competence. This tried to categorize dialogues in the textbook. So that it could re-conceptualized what dialogue is and factors as learner's level.
Chapter 3 tried to describe dialogues characteristics and categorize dialogues for teaching and learning. The dialogue's characteristics are 4 - minimal, typical, actual, colloquial. And then the dialogue's categories are 4, exchange information, persuasion, social inter-action, emotional expression. And tried to make the list of speaking topic for each those 4 categories. After making basic theory
Chapter 4 analyzed all dialogue in 4 typical Korean language textbooks which are published by university's Language education center in Korea, based on the types categorized in Chapter 3.
Chapter 5 sets up the aim and describe how to organize dialogues for each level. The aim would be develop learner's speaking ability from basic to advanced level.
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