This study focuses on foreign students and highlights not only the necessity for foreign students to respond flexibly to the oral assessment of the Korean Language Proficiency Test, but also the importance of being able to converse in Korean and have practical communication skills in Korea. With thi...
This study focuses on foreign students and highlights not only the necessity for foreign students to respond flexibly to the oral assessment of the Korean Language Proficiency Test, but also the importance of being able to converse in Korean and have practical communication skills in Korea. With this necessity and importance in mind, we have developed a programme of teaching and education to improve speaking skills. Discussion activities are one of the ways in which foreign students can improve their practical oral skills. Therefore, it is necessary to understand the assessment questions in the four domains of the Korean Language Proficiency Test and the practical speaking section of the Korean language textbooks used by the language education institutes of universities in Korea. The implementation of the oral assessment gives a good indication of the actual speaking skills of foreign students, and the process of preparing for the test leads to the improvement of daily speech and conversation skills.
In order to explore targeted educational programmes, question points and characteristics were identified by analysing test questions in the speaking domain of the Korean Language Proficiency Test, supplemented by test questions in the other three domains. As a result, the speaking activities that appear in the most frequently used Korean language textbooks are categorised and organised by type. By analysing examination questions, Korean language teaching and clarifying problem points and characteristics, we propose effective educational programmes at various levels: beginner, intermediate and advanced. In order to propose educational programmes for different types and levels, stages of instruction, models of instruction, and instructional guidance programmes have been studied. This study of classroom activities constitutes a curriculum divided into three stages: before, during and after the lesson. The attention points and criteria for each stage are captured through the form of oral competence.
The premise of not confusing spoken and written language and the flexible use of correct grammar in communication makes it necessary to practise real speaking skills through high-level opportunities to practice speaking. The process of delivering a speech should be done alone in using the lecture meaning, main content and basic model of the discussion activity. However, the speaking activity proposed in this study favours the interactivity of the simultaneous presence of the listener and the talker, talking to each other. Therefore, the speaking education programme mapped out in the thesis is one in which interaction with others is constantly generated during classroom activities and each student is given the opportunity to speak. In addition, the psychological aspects of improving speaking skills were pointed out. The ability to speak and communicate will vary for each person depending on their personality, the degree to which they have developed an awareness of speaking and communicating, and their sense of inferiority.
The above is an analysis of speaking problems, evaluation problems, and related speaking activities focusing on foreign students, and an educational programme has been studied according to the type. In the future, relevant research should be continued in a meaningful way in order to continuously improve the Korean speaking skills of foreign students. It is hoped that this concludes the study and contributes in a small way to the development of the field of spoken Korean and looks forward to future growth in the field of spoken Korean.
This study focuses on foreign students and highlights not only the necessity for foreign students to respond flexibly to the oral assessment of the Korean Language Proficiency Test, but also the importance of being able to converse in Korean and have practical communication skills in Korea. With this necessity and importance in mind, we have developed a programme of teaching and education to improve speaking skills. Discussion activities are one of the ways in which foreign students can improve their practical oral skills. Therefore, it is necessary to understand the assessment questions in the four domains of the Korean Language Proficiency Test and the practical speaking section of the Korean language textbooks used by the language education institutes of universities in Korea. The implementation of the oral assessment gives a good indication of the actual speaking skills of foreign students, and the process of preparing for the test leads to the improvement of daily speech and conversation skills.
In order to explore targeted educational programmes, question points and characteristics were identified by analysing test questions in the speaking domain of the Korean Language Proficiency Test, supplemented by test questions in the other three domains. As a result, the speaking activities that appear in the most frequently used Korean language textbooks are categorised and organised by type. By analysing examination questions, Korean language teaching and clarifying problem points and characteristics, we propose effective educational programmes at various levels: beginner, intermediate and advanced. In order to propose educational programmes for different types and levels, stages of instruction, models of instruction, and instructional guidance programmes have been studied. This study of classroom activities constitutes a curriculum divided into three stages: before, during and after the lesson. The attention points and criteria for each stage are captured through the form of oral competence.
The premise of not confusing spoken and written language and the flexible use of correct grammar in communication makes it necessary to practise real speaking skills through high-level opportunities to practice speaking. The process of delivering a speech should be done alone in using the lecture meaning, main content and basic model of the discussion activity. However, the speaking activity proposed in this study favours the interactivity of the simultaneous presence of the listener and the talker, talking to each other. Therefore, the speaking education programme mapped out in the thesis is one in which interaction with others is constantly generated during classroom activities and each student is given the opportunity to speak. In addition, the psychological aspects of improving speaking skills were pointed out. The ability to speak and communicate will vary for each person depending on their personality, the degree to which they have developed an awareness of speaking and communicating, and their sense of inferiority.
The above is an analysis of speaking problems, evaluation problems, and related speaking activities focusing on foreign students, and an educational programme has been studied according to the type. In the future, relevant research should be continued in a meaningful way in order to continuously improve the Korean speaking skills of foreign students. It is hoped that this concludes the study and contributes in a small way to the development of the field of spoken Korean and looks forward to future growth in the field of spoken Korean.
주제어
#한국어능력시험, 한국어 말하기 능력, 의사소통 능력, 말하기 모범 평가, 한국어 교재 분석, 수업 활동 지도안
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