As utterance functions as mutual communications in the light of linguistic education, even a small talk should be recognized in the overall contextal flow of meaning. This study is an attempt to integrate a storytelling technique with education of Ko...
As utterance functions as mutual communications in the light of linguistic education, even a small talk should be recognized in the overall contextal flow of meaning. This study is an attempt to integrate a storytelling technique with education of Korean language, while setting aside the existent teaching methods focusing on separate segmental phoneme grammar. Though admitting that a storytelling technique does not yet become a topic in the field of Korean education, its effective values are widely accepted useful by both children and adults, which has a prospective for development in the future.
Chapter 1 declares for what aspects this study is meaningful, mentioning what kinds of studies were made in this regard.
Chapter 2 is a preliminary prologue to figure out what story texts are in a theoretical manner, introducing the concept of a storytelling still yet unaccustomed to the field of Korean education. Furthermore, it describes in detail in what aspects Korean teaching by making full use of stories is beneficial, which enables learners more interested and concentrated to the lessons. This method makes learners exposed to reconfirm the internalized words and to vocalize them, effectively helping review words in context in the course of listening to stories. It is also useful getting closer to such skills as speaking, listening, reading, writing, etc. In addition, it gives students chances to understand various cultual index over storytelling materials as well as foster their cooperation and acquisition.
Chapter 3 lets us know what kinds of story materials exist in textbooks adopted in formal Korean language classes, and what kinds exist in textbooks in unformal classes, including speculations on how they are utilized in classes.
Chapter 4 tries to classfy some models by inquiring into how Korean lessens proceed in universities in reality. The models herein are divided into two; a storytelling-based teaching model with its procedures, and an usual traditional teaching model for Korean language. And these basic models were realistically verified by carrying out lessons over university institutions, the data of which was outlined and estimated herein. By doing this, it came into a conclusion that a storytelling method mentioned in Chapter 2 has its verified effectiveness to some extent.
Through a series of these executions, a storytelling method requests for more advanced detailed studies by each category and level in such a way for being successfully applied in Korean language lessens more effectively.
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