This study suggested discourse synthesis speaking to improve the speaking capabilities for Korean learners as an academic purpose (hereby KAP learners), and designed a learning method for a Korean discourse synthesis speaking model using debates. The process of this study was as follows: First, this study reviewed the concept of “discourse synthesis” that was discussed only ...
This study suggested discourse synthesis speaking to improve the speaking capabilities for Korean learners as an academic purpose (hereby KAP learners), and designed a learning method for a Korean discourse synthesis speaking model using debates. The process of this study was as follows: First, this study reviewed the concept of “discourse synthesis” that was discussed only in written text (reading and writing) and identified the common points that could be applied in improving the speaking capabilities for the KAP learners; second, the study established a “discourse synthesis speaking performance curriculum” by reviewing prior studies on discourse synthesis; third, the study designed a Korean discourse synthesis speaking model by applying “debate” which is one of teaching methods in a common speaking class for KAP learners. To follow through the process, this study analyzed the debate sections of eight books from five types of Korean speaking textbooks and prior studies on Korean debate education. In this study, I developed the following learning methods through the process: First, in order to overcome the bias within the debate topic and discussion questions, the study selected <Filial Daughter, Simcheong(효녀 심청)> out of the Korean traditional stories so that it will be possible for the learners to be interested and to reflect the levels of the learners; second, I applied the discourse synthesis speaking model to develop teaching-learning methods by stages, such as Pre-debate 1 (Activating Existing Knowledge), Pre-debate 2 (Expanding and Integrating Knowledge), Mid-debate and Post-debate; third, I provided debate overviews and discourse synthesis speaking checklists so that the learners will be able to prepare for discourse synthesis speaking by themselves, and effectively designed classes so that these will take up the largest portion in the feedback and evaluations from the teachers and classmates. The significance of this study is that it focused on discourse synthesis speaking which had not yet been actively studied in comparison to discourse synthesis writing, and provided a detailed class curriculum through the process of reviewing concepts, establishing the learning process and analyzing studies and textbooks on Korean debate education.
This study suggested discourse synthesis speaking to improve the speaking capabilities for Korean learners as an academic purpose (hereby KAP learners), and designed a learning method for a Korean discourse synthesis speaking model using debates. The process of this study was as follows: First, this study reviewed the concept of “discourse synthesis” that was discussed only in written text (reading and writing) and identified the common points that could be applied in improving the speaking capabilities for the KAP learners; second, the study established a “discourse synthesis speaking performance curriculum” by reviewing prior studies on discourse synthesis; third, the study designed a Korean discourse synthesis speaking model by applying “debate” which is one of teaching methods in a common speaking class for KAP learners. To follow through the process, this study analyzed the debate sections of eight books from five types of Korean speaking textbooks and prior studies on Korean debate education. In this study, I developed the following learning methods through the process: First, in order to overcome the bias within the debate topic and discussion questions, the study selected <Filial Daughter, Simcheong(효녀 심청)> out of the Korean traditional stories so that it will be possible for the learners to be interested and to reflect the levels of the learners; second, I applied the discourse synthesis speaking model to develop teaching-learning methods by stages, such as Pre-debate 1 (Activating Existing Knowledge), Pre-debate 2 (Expanding and Integrating Knowledge), Mid-debate and Post-debate; third, I provided debate overviews and discourse synthesis speaking checklists so that the learners will be able to prepare for discourse synthesis speaking by themselves, and effectively designed classes so that these will take up the largest portion in the feedback and evaluations from the teachers and classmates. The significance of this study is that it focused on discourse synthesis speaking which had not yet been actively studied in comparison to discourse synthesis writing, and provided a detailed class curriculum through the process of reviewing concepts, establishing the learning process and analyzing studies and textbooks on Korean debate education.
주제어
#Korean learners as an Academic Purpoes(KAP learners) KAP learners Discourse Synthesis Discourse Synthesis Speaking Filial Daughter Simcheong(효녀 심청) 효녀 심청
학위논문 정보
저자
권주안
학위수여기관
전북대학교 일반대학원
학위구분
국내석사
학과
한국어교육학과
지도교수
윤석민
발행연도
2020
총페이지
vii, 130 p.
키워드
Korean learners as an Academic Purpoes(KAP learners) KAP learners Discourse Synthesis Discourse Synthesis Speaking Filial Daughter Simcheong(효녀 심청) 효녀 심청
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