The contents of the Korean language education for migrant workers should embrace the approach of 'solving problems related with occupation' except contents which is provided for the learners for general purpose. Based on this approach, this study aims...
The contents of the Korean language education for migrant workers should embrace the approach of 'solving problems related with occupation' except contents which is provided for the learners for general purpose. Based on this approach, this study aims to analyze needs and necessity of the migrant workers' language use through various methods. And pedagogic tasks for the derived target task which is used in Task-Based Language Teaching(TBLT) program will be developed.
Chapter 1 deliberates the necessity, purposes of this study. Investigations have been made about previous researches on migrant workers, needs analysis in TBLT, and the development of pedagogic tasks in TBLT. Also methodologies and contents of this study were investigated.
Chapter 2 includes introduction about TBLT, the implementation procedure, needs analysis, principles and methodologies for the development of pedagogic tasks.
In Chapter 3, needs analysis was carried out with two phases to recognize what is the target task for migrant workers. As a first phase, the survey results from learners on previous researches, the interviews with domain experts, and related articles were reviewed. As a second phase, it was observed what kind of matters are included, and what kind of typical patterns and structures are shown through collection and analysis of discourses used in target domain.
'Consulting about payment delay' with consultant was derived as a target task. Through discourse analysis, some characteristics were observed that the most important information within the discourse between migrant worker and consultant was 'verifying the fact concerning working condition'. Also various strategies for successful interaction such as repetition, explanation, redundancy and using pattern of proper vocabulary were observed as well. These results will be applied for the development of pedagogic tasks in next chapter.
Chapter 4, pedagogic tasks for practicing the target task; 'Consulting about payment delay'; were developed with 8 steps applying the results which were extracted in previous chapter: First - whole listening real discourse, Second - listening target discourse (verifying the fact concerning working condition), Third - Fragments, Fourth : Listening while checking learners' understanding, Fifth - Listening a lot of information at a time, Sixth - controlled interaction, Seventh - controlled role play as one side only(consultant), Eighth - Role play.
The present researcher hopes that pedagogic tasks mentioned above which is fully focused on communication, not on structure or sentence patterns, would be used for Korean language education for migrant workers. Furthermore, more researches about TBLT application in Korean language education should be conducted continuously. Also such an approach would contribute for their successful lives in Korea.
Key words : Korean for specific purposes, Migrant workers, Task-based needs analysis, Task-based language teaching, Development of pedagogic tasks, Target tasks.
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