When we communicate, we use idioms to express our thoughts and emotions more effectively. This peculiar idiomatic expression stemmed from language habit, thoughts, life style, traditional culture, living background etc. of the speakers of certain coun...
When we communicate, we use idioms to express our thoughts and emotions more effectively. This peculiar idiomatic expression stemmed from language habit, thoughts, life style, traditional culture, living background etc. of the speakers of certain country. It is very hard, therefore, for learners studying Korean as a second language to use idiom unless they learn it from the first. In order to make foreign learners be able to use idiomatic expression in everyday language life, we should teach them in a way that they understand meaning and become fluent by practicing and applying the expression in various situations. The present study focused on teaching & learning model for idiom education, which could be practically used in a class for foreign learners.
In Chapter 1, study objective, preceding studies and study method were introduced.
In Chapter 2, concept and scope of idiomatic expression for this study were established. As its basis, list of idiom appeared in Korean language textbook used in Kyung Hee University, Sogang University, Seoul National University and Ewha Woman's University was prepared and compared to inspect any problem. As for problems observed in the textbook of each university, list of idiom or phase-by-phase order presented in each textbook is not systematic enough, detailed method for teaching idiomatic expression is not prepared, and proper practice material is not presented. These problems seem to be caused by not being aware of the importance of idiomatic usage.
In Chapter 3, 109 idioms classified in Chapter 2 and lists presented by SunJung Kim(2006) and by National Institute for International Education Development(2002) were compared to create a list containing the total of 125 idioms for educational use. From this, a grade-based idiom list was presented by considering grade-by-grade difficulty level presented by Korea Instituate of Curriculum & Evaluation, transparency of meaning according to the relevancy of idiomatic expression(1996) and literal meaning (Keum Hyun Moon), and idiom frequency. In addition, in order to arrange function which is to be matched to the idiom applicaion stage, a function list was first selected, and idioms and function were corresponded following one-to-many relationship method. We deem that this type of function match will be useful in writing a textbook, and presenting and applying idioms. Next, matched idioms and function were corresponded again following one-to-one relationship method this time. Idioms and function matched in this way was applied to application stage of the teaching & learning model for idiomatic expression to enable effective and various integrated application.
In Chapter 4, Bernard. D seal's theory was used to classify teaching & learning procedure into 3 stages, 'meaning conveyance stage, review stage, and integrated application stage,' and it is further applied to five stages 'introduction-presentation-practice-application-summary' to present a detailed stage-based class model. Based on introduction and presentation method, class model was divided into the following category: explanation based on organic relationship of idioms, meaning guess based on literal meaning, explanation based on cultural comparison, explanation based on similarity to situation, and explanation of historical background or word origin. For the stage of applying idioms divided in this way, integrated application method was presented focusing on function matched in Chapter 3.
The present study is meaningful in that it presented a detailed teaching & learning model in various ways for the purpose of being aware of the necessity and importance of idiom education, and of teaching idioms effectively, which was insufficient in previous studies. What differentiates this study from existing studies is that it matched idioms and function, and further apply it to an application stage.
Limitation of the present study, however, is that all idiom lists were not studied. It should be supplemented later on through in-depth studies. In addition, it's a pity that analysis on learners' request and response was not observed together after class was presented based on teaching & learning model proposed by the present study. For more effective idiom education, studies on specific teaching & learning model should continue.
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