Since 2000, there have been a lot of Chinese students studying at universities in Korea. Some of them have successfully finished their courses equipped with Korean abilities and an understanding of the Korean society and have become international talent needed in the world. However, quite a few othe...
Since 2000, there have been a lot of Chinese students studying at universities in Korea. Some of them have successfully finished their courses equipped with Korean abilities and an understanding of the Korean society and have become international talent needed in the world. However, quite a few others have returned to China after taking classes only for international students, spending time only with other international students, and living an isolated existence without sufficient Korean communication experience.
Before entering universities in Korea, most international students usually study the Korean language at university language education institutes in Korea. Since TOPIK (Test of Proficiency in Korean) Level 3 is a required qualification for most universities, many students finish a Level 3 or Level 4 course of a Korean language institute to enter universities. However, with TOPIK Level 3, it is not easy to take university classes and comfortably communicate with Koreans in the same classes.
Hence, this study proposes enhancing the Korean language abilities of international students in Korea through assignments. There need to be more useful and efficient assignments selected after examining international students' challenges at universities that they usually encounter in everyday life in Korea. Based on this belief, this study analyzed the needs of Chinese students' Korean communication experiences in Busan, Korea, and proposes speaking assignments for the intermediate Korean level.
As mentioned, if assignments selected after analyzing the needs based on the learners' real experience during communications are used for education, learners are more easily motivated, possibly followed by more spontaneous and active participation. Moreover, performing Korean speaking assignments established with a focus on actual contexts will improve their communicative abilities in real life. Furthermore, it is significant that experiencing the improved Korean communicative ability will create more opportunities for the learners to communicate in Korean, resulting in an accelerated Korean acquisition.
Since 2000, there have been a lot of Chinese students studying at universities in Korea. Some of them have successfully finished their courses equipped with Korean abilities and an understanding of the Korean society and have become international talent needed in the world. However, quite a few others have returned to China after taking classes only for international students, spending time only with other international students, and living an isolated existence without sufficient Korean communication experience.
Before entering universities in Korea, most international students usually study the Korean language at university language education institutes in Korea. Since TOPIK (Test of Proficiency in Korean) Level 3 is a required qualification for most universities, many students finish a Level 3 or Level 4 course of a Korean language institute to enter universities. However, with TOPIK Level 3, it is not easy to take university classes and comfortably communicate with Koreans in the same classes.
Hence, this study proposes enhancing the Korean language abilities of international students in Korea through assignments. There need to be more useful and efficient assignments selected after examining international students' challenges at universities that they usually encounter in everyday life in Korea. Based on this belief, this study analyzed the needs of Chinese students' Korean communication experiences in Busan, Korea, and proposes speaking assignments for the intermediate Korean level.
As mentioned, if assignments selected after analyzing the needs based on the learners' real experience during communications are used for education, learners are more easily motivated, possibly followed by more spontaneous and active participation. Moreover, performing Korean speaking assignments established with a focus on actual contexts will improve their communicative abilities in real life. Furthermore, it is significant that experiencing the improved Korean communicative ability will create more opportunities for the learners to communicate in Korean, resulting in an accelerated Korean acquisition.
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