학문목적 한국어 학습자를 위한 중급 교재의 과제 제시 유형 연구
- 학문목적 한국어 학습자를 위한 중급 교재의 과제 제시 유형 연구
- Other Titles
- A Study on Types of Assignment Presentation in Intermediate Korean Language Textbooks for Korean Learners who have Academic Purposes
- 이미향; 곽미라
- Korean textbooks; type of tasks; task-based teaching; task suggestions; the purpose of performing a task; intermediate level task; 한국어 교재; 과제 유형; 과제 중심 교수법; 과제 제시; 과제 수행 목적; 중급 과제; Korean textbooks; type of tasks; task-based teaching; task suggestions; the purpose of performing a task); intermediate level task
- Issue Date
- 언어과학연구, no.65, pp.1 - 24
- The present study aims to examine the types of effective assignment presentation to provide useful forms of assignments for intermediate Korean language learners. Assignments are part of classroom activity plans for learners to achieve actual communication goals in a meaningful context. Although an assignment consists of proper subject matters and functions, the actual effects of the assignment on learners vary significantly depending on the methods to present it. As such, it is necessary to review the types of assignment presentation so as to find out effective approaches to provide assignments for learners in Korean language textbooks.
First of all, this study developed a reference frame for each analysis element to analyze the types of assignment presentation in the existing intermediate Korean language textbooks. Specifically, the 6 analysis elements included linguistic forms of assignment materials, the number of sentences in assignment instructions, whether assignments are presented together with model examples, assignment performance procedures, assignment performance behavior and assignment performance methods. The findings from this analysis are as follows. First, for learners to practice communication properly, appropriate ‘talking’ and ‘writing’ forms need be presented considering the performance goals. Second, to provide learners with suitable assignment instructions, a qualitatively and quantitatively pertinent standard for assignment instructions is required.
Third, model examples of assignment outcomes need be suggested, conforming to the types and goals of the assignments. Fourth, a definite standard relevant to the presence and absence of steps in the aspects of assignment development is required in accordance with the goals of assignments. Fifth, to improve practical communication skills via interactions, performance behavior need be diversified. Sixth, considering the cognitive process of assignments in line with assignment goals, diverse methods to perform assignments are required. These findings will prove substantially conducive to teachers’ development and application of assignments.
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