A Study on Chinese Learner' Use of Presentation Strategies - with the Focus on Presentations for Academic Purposes - by Minji Nam Department of Global Korean Studies Graduate School of Culture Creation Kyung Hee Cyber University The purpose of this study is to plan a methodology to enhance presentat...
A Study on Chinese Learner' Use of Presentation Strategies - with the Focus on Presentations for Academic Purposes - by Minji Nam Department of Global Korean Studies Graduate School of Culture Creation Kyung Hee Cyber University The purpose of this study is to plan a methodology to enhance presentation skills of Chinese international students by using presentation strategies and focusing on the current phenomenon in which speaking for academic purposes has been emphasized in both undergraduate and graduate courses. The summary of the main subject is as follows. In Chapter 2, I organized the category and structure of presentation for academic purposes, and proposed the presentation strategy of Morita (2000) and Reinhart (2002) as a theoretical background for this research. In Chapter 3, I examined presentation experiences and cognizance of presentation strategies in the universities in China. According my investigation, the universities influenced by Korea display more frequency of presentations compared to other universities in China. From this result, I have learned that presentation experiences in Chinese universities are less common than those in Korea, and such phenomenon exerts a certain amount of effect on causing difficulty for Chinese international students in regard to performing presentations. Detailed education is not completely satisfactory for the direction of presentations of Chinese international students; proper strategy that matches with each stage of presentation shall be provided, and then practiced and used. I also examined Chinese international students’ perception of presentation strategies. Among the total of fifteen presentation strategies, there were only five strategies that they used while perceiving the importance. It is advisable to educate the students to use the strategies by recognizing their necessity and importance for each stage of presentation. The significance of the strategies such as ‘inducing audience participation’, ‘practicing by using the summary’, ‘creating a structure’, ‘anticipating questions’, and ‘keeping audience attention’ is fully recognized for presentation, but they have not been widely applied. This can be improved by offering more opportunities of practicing the presentation strategies. In Chapter 4, I performed a comparative analysis on the use of presentation strategies between Korean college students and Chinese international students. According to the result, Chinese international students use a considerably less amount of presentation strategies in comparison with Korean students, particularly displaying very little use of presentation strategies on the introduction. The huge difference is that Chinese international students are not quite conscious of the audience when they give presentations. As revealed by the research on cognizance of presentation strategy in Chapter 3, Chinese international students tend to use little presentation strategies that consider the audience, because they do not attach great importance to interaction with the audience. Therefore, the structure of presentation shall be properly established by teaching them the trategies organized for each stage, and it is also necessary to suggest a variety of discourse to correspond with presentation strategies. Furthermore, an appropriate presentation strategy is advised for them to attempt interaction with the audience. In Chapter 5, based on the aforementioned research results, I proposed an education plan for the introduction which Chinese international students particularly had little use of presentation strategy. After carefully considering these factors, I offered TTT (task-teach-task2) model using CLL (cooperative language learning). This learning model is intended to focus on learners, promote improvement by consulting with small group members, effectively connect listening and speaking, reflect the opinions of Chinese international students, and complement their weaknesses. Key words academic purposes, academic presentation, presentation strategies, chinese learner
A Study on Chinese Learner' Use of Presentation Strategies - with the Focus on Presentations for Academic Purposes - by Minji Nam Department of Global Korean Studies Graduate School of Culture Creation Kyung Hee Cyber University The purpose of this study is to plan a methodology to enhance presentation skills of Chinese international students by using presentation strategies and focusing on the current phenomenon in which speaking for academic purposes has been emphasized in both undergraduate and graduate courses. The summary of the main subject is as follows. In Chapter 2, I organized the category and structure of presentation for academic purposes, and proposed the presentation strategy of Morita (2000) and Reinhart (2002) as a theoretical background for this research. In Chapter 3, I examined presentation experiences and cognizance of presentation strategies in the universities in China. According my investigation, the universities influenced by Korea display more frequency of presentations compared to other universities in China. From this result, I have learned that presentation experiences in Chinese universities are less common than those in Korea, and such phenomenon exerts a certain amount of effect on causing difficulty for Chinese international students in regard to performing presentations. Detailed education is not completely satisfactory for the direction of presentations of Chinese international students; proper strategy that matches with each stage of presentation shall be provided, and then practiced and used. I also examined Chinese international students’ perception of presentation strategies. Among the total of fifteen presentation strategies, there were only five strategies that they used while perceiving the importance. It is advisable to educate the students to use the strategies by recognizing their necessity and importance for each stage of presentation. The significance of the strategies such as ‘inducing audience participation’, ‘practicing by using the summary’, ‘creating a structure’, ‘anticipating questions’, and ‘keeping audience attention’ is fully recognized for presentation, but they have not been widely applied. This can be improved by offering more opportunities of practicing the presentation strategies. In Chapter 4, I performed a comparative analysis on the use of presentation strategies between Korean college students and Chinese international students. According to the result, Chinese international students use a considerably less amount of presentation strategies in comparison with Korean students, particularly displaying very little use of presentation strategies on the introduction. The huge difference is that Chinese international students are not quite conscious of the audience when they give presentations. As revealed by the research on cognizance of presentation strategy in Chapter 3, Chinese international students tend to use little presentation strategies that consider the audience, because they do not attach great importance to interaction with the audience. Therefore, the structure of presentation shall be properly established by teaching them the trategies organized for each stage, and it is also necessary to suggest a variety of discourse to correspond with presentation strategies. Furthermore, an appropriate presentation strategy is advised for them to attempt interaction with the audience. In Chapter 5, based on the aforementioned research results, I proposed an education plan for the introduction which Chinese international students particularly had little use of presentation strategy. After carefully considering these factors, I offered TTT (task-teach-task2) model using CLL (cooperative language learning). This learning model is intended to focus on learners, promote improvement by consulting with small group members, effectively connect listening and speaking, reflect the opinions of Chinese international students, and complement their weaknesses. Key words academic purposes, academic presentation, presentation strategies, chinese learner
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