The Tandem activity is a form of cooperative learning that a couple of students interact for the common purpose of 'target language acquisition.' Recently, diverse ways of types of courses are being developed as education institutions which adopt the Tandem activity for Korean and foreign language e...
The Tandem activity is a form of cooperative learning that a couple of students interact for the common purpose of 'target language acquisition.' Recently, diverse ways of types of courses are being developed as education institutions which adopt the Tandem activity for Korean and foreign language education increase in Korea. In Korea, however, the researches are not enough and most of the existing studies mainly discuss application of education course, analysis of lecture model, and changes in perception of a different culture. It means that studies about how the Tandem activity influences practical learning effect are hardly made.
Therefore, this study examines the effect of the 'out-of-class Tandem' activity, which runs regardless of lectures in a local college in order to provide Korean language learners with an opportunity to interact with Korean native speakers, on the improvement in Korean-speaking proficiency, and it aims at suggesting effective Tandem activity plans. To achieve this purpose of the study, the thesis inspects efficient factors of the Tandem activity for Korean speaking based on a survey targeting 55 Korean language learners who participated in boarding Tandem and Tandem zone activities of college B and in-depth interviews with a Tandem tutor and 2 international students respectively from China and Japan. As a result, the fact that the Tandem activity is an useful method of improving 'interaction', 'fluency' and 'accuracy', which includes 'pronunciation' and 'intonation', in terms of advancement of speaking abilities and communication training has been verified in a survey. In addition, it has been proved that a personality, an active attitude, and topic selection of a Korean native speaker which can be regarded as the point of the Tandem activity are strongly related to the interaction of speaking through the in-depth interviews with the Tandem activity participants and a tutor.
For the result of integrating the researches, the effects of boarding Tandem and Tandem zone activities outside the classroom on Korean speaking skills can be organized as follows.
Firstly, the most important ability that the Tandem activity affects the communication skill for Korean language learners is the interaction ability of speech. As subcategories of the ability to interact, reactive utterance, turn-taking, thematic development, body language are implemented in sequence. Secondly, the understanding of Korean culture acquired by the Tandem activity has direct influence on the interaction skill of speech. Especially, the interaction ability caused by thematic development, turn-taking, and reactive utterance appears more actively with the improvement in the understanding of Korean culture. Thirdly, the increase in the opportunity of socializing with Korean friends and the formation of bonds between partners through Tandem activity have positive effects on speaking skills.
Based on the result above, the thesis suggests several methods of an effective Tandem activity those are appropriate for development direction of target language speaking ability which is the final goal of out-of-class Tandem activities.
First, the strategy that can stimulate interactive speaking should be executed in the Tandem activity.
Second, integrated education including not only speaking and listening but also reading and writing should be implemented for the efficient Tandem activity.
Third, the content of the Tandem activity should not be planned by an operating organization but with learners as the central figure.
Fourth, the content of out-of-class Tandem activities such as boarding Tandem and Tandem zone should utilize a variety of teaching methods applied in the general classroom lectures, though they are unrelated to the lectures.
Fifth, feedback with imposition of evaluation system should be implemented in order to inspect the participants' activity processes and encourage the achievement.
Sixth, cultural experience in the Tandem activity should be linked to the language education.
If these solutions are applied to out-of-class Tandem activities, the purpose of the Tandem activity, which forms a sense of intimacy and bonds between partners in early stages and encourages the positive interaction so that it can develop an accurate communication skill, will be accomplished. Likewise, it would obviously help the Tandem activity noted for a foreign language learning method to establish itself as the Mecca of learning that is capable of complementing Korean language education implemented in classroom.
The Tandem activity is a form of cooperative learning that a couple of students interact for the common purpose of 'target language acquisition.' Recently, diverse ways of types of courses are being developed as education institutions which adopt the Tandem activity for Korean and foreign language education increase in Korea. In Korea, however, the researches are not enough and most of the existing studies mainly discuss application of education course, analysis of lecture model, and changes in perception of a different culture. It means that studies about how the Tandem activity influences practical learning effect are hardly made.
Therefore, this study examines the effect of the 'out-of-class Tandem' activity, which runs regardless of lectures in a local college in order to provide Korean language learners with an opportunity to interact with Korean native speakers, on the improvement in Korean-speaking proficiency, and it aims at suggesting effective Tandem activity plans. To achieve this purpose of the study, the thesis inspects efficient factors of the Tandem activity for Korean speaking based on a survey targeting 55 Korean language learners who participated in boarding Tandem and Tandem zone activities of college B and in-depth interviews with a Tandem tutor and 2 international students respectively from China and Japan. As a result, the fact that the Tandem activity is an useful method of improving 'interaction', 'fluency' and 'accuracy', which includes 'pronunciation' and 'intonation', in terms of advancement of speaking abilities and communication training has been verified in a survey. In addition, it has been proved that a personality, an active attitude, and topic selection of a Korean native speaker which can be regarded as the point of the Tandem activity are strongly related to the interaction of speaking through the in-depth interviews with the Tandem activity participants and a tutor.
For the result of integrating the researches, the effects of boarding Tandem and Tandem zone activities outside the classroom on Korean speaking skills can be organized as follows.
Firstly, the most important ability that the Tandem activity affects the communication skill for Korean language learners is the interaction ability of speech. As subcategories of the ability to interact, reactive utterance, turn-taking, thematic development, body language are implemented in sequence. Secondly, the understanding of Korean culture acquired by the Tandem activity has direct influence on the interaction skill of speech. Especially, the interaction ability caused by thematic development, turn-taking, and reactive utterance appears more actively with the improvement in the understanding of Korean culture. Thirdly, the increase in the opportunity of socializing with Korean friends and the formation of bonds between partners through Tandem activity have positive effects on speaking skills.
Based on the result above, the thesis suggests several methods of an effective Tandem activity those are appropriate for development direction of target language speaking ability which is the final goal of out-of-class Tandem activities.
First, the strategy that can stimulate interactive speaking should be executed in the Tandem activity.
Second, integrated education including not only speaking and listening but also reading and writing should be implemented for the efficient Tandem activity.
Third, the content of the Tandem activity should not be planned by an operating organization but with learners as the central figure.
Fourth, the content of out-of-class Tandem activities such as boarding Tandem and Tandem zone should utilize a variety of teaching methods applied in the general classroom lectures, though they are unrelated to the lectures.
Fifth, feedback with imposition of evaluation system should be implemented in order to inspect the participants' activity processes and encourage the achievement.
Sixth, cultural experience in the Tandem activity should be linked to the language education.
If these solutions are applied to out-of-class Tandem activities, the purpose of the Tandem activity, which forms a sense of intimacy and bonds between partners in early stages and encourages the positive interaction so that it can develop an accurate communication skill, will be accomplished. Likewise, it would obviously help the Tandem activity noted for a foreign language learning method to establish itself as the Mecca of learning that is capable of complementing Korean language education implemented in classroom.
주제어
#탄뎀활동 말하기능력 한국어학습자 한국어교육 부산외국어대학교 석사학위논문
※ AI-Helper는 부적절한 답변을 할 수 있습니다.