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The purpose of this study is to recognize the need for a differentiated curriculum for Korean language education for hobby purposes and to design a unique syllabus accordingly. In particular, the intent is to design a syllabus that meets their learning goals by focusing the attention to learners who...
The purpose of this study is to recognize the need for a differentiated curriculum for Korean language education for hobby purposes and to design a unique syllabus accordingly. In particular, the intent is to design a syllabus that meets their learning goals by focusing the attention to learners who enjoy K-Pop among hobby learners.
The research method was largely on K-pop lyrics corpus analysis and learner needs analysis. Analysis of the K-pop lyrics corpus was carried out using 'kiwi', a morphological analysis tool, and Microsoft Excel. In order to examine not only the features of the part-of-speech classification, but also the distribution of proficiency grades, semantic categories, or communication functional features, high-frequency grammar items and vocabulary were classified into categories.
A survey to understand learner needs was created and shared to a global K-Pop online community site focusing on questions to identify the priority needs of learners related to – topic, vocabulary categories, communication skills, assignments – among the K-pop lyrics-based syllabus education contents.
Based on the contents of this investigation and analysis, a syllabus design plan based on K-pop lyrics was sought. As a result, we designed a syllabus based on K-pop lyrics by combining high-frequency grammar and vocabulary of K-pop lyrics with the learner's preferential learning needs, selecting and arranging the educational content in the language knowledge area, and combining the topics and tasks of interest.
The main implications of syllabus design based on K-pop lyrics derived through the conduct of this study are summarized as follows.
First, unlike general expectations, the level of K-pop lyrics is possible even for beginners. Therefore, when K-pop lovers are induced to learn Korean, beginner-level K-pop lyrics-based syllabus can be used to educate them.
Second, the reason that learners who have learned beginner level grammar and vocabulary were determined to be insufficient to understand and enjoy K-Pop is because oral expressions, abbreviations, omissions, and neologisms was not taught effectively. It is suggested to actively reflect colloquial expressions, abbreviations, and neologisms on K-pop lyrics based syllabus.
Third, it is necessary to reconsider the arrangement of grammar items at level 1 and level 2 since they seem to be somewhat far from the learning objectives for K-pop lovers. In particular, it is effective to arrange K-pop high-frequency grammar items in the early stages of learning so that they can be learned first.
Fourth, the genre characteristics derived from the results of K-pop high frequency vocabulary should be appropriately reflected in the syllabus.
Fifth, the prior learning-related needs identified through the learner needs analysis should be actively reflected in the syllabus design based on analysis between current Korean learners and those who stopped learning Korean, specifically on topic and grammar.
Sixth, teaching of ‘emotion/cognition’ vocabulary category should be reconsidered based on vocabulary frequency analysis and learner needs survey.
Seventh, it was found that both K-pop enthusiast learners and prospective learners recognized the importance of vocabulary and grammar education, hence the intent to set grammar as the educational content category of K-pop-based Korean syllabus.
In conclusion, a sample K-pop lyrics based Korean syllabus was created by focusing on the part where the genre characteristics of K-pop coincide with the needs of learners.
The results of this study will help to prepare a specific framework for Korean language education for K-pop enthusiast learners by providing basic data for designing a K-pop lyrics based syllabus. In addition, design of the K-pop lyrics based syllabus will lead to efficient Korean learning and vice versa, ultimately promoting K-pop enthusiast learners to continue to learn Korean as well as prospective but hesitant Korean learners to start to learn Korean.
Also, based on the fact that K-pop enthusiast learners prefer various types of self learning channels, it is suggested to utilize the sample K-pop lyrics based Korean syllabus to implement various self learning materials through further studies.
Key words: K-Pop enthusiastic learner, Korean for Specific Purpose, K-Pop lyrics Corpus, Survey on learner’s needs, K-Pop lyrics based Syllabus design, Korean as a foreign language,
The purpose of this study is to recognize the need for a differentiated curriculum for Korean language education for hobby purposes and to design a unique syllabus accordingly. In particular, the intent is to design a syllabus that meets their learning goals by focusing the attention to learners who enjoy K-Pop among hobby learners.
The research method was largely on K-pop lyrics corpus analysis and learner needs analysis. Analysis of the K-pop lyrics corpus was carried out using 'kiwi', a morphological analysis tool, and Microsoft Excel. In order to examine not only the features of the part-of-speech classification, but also the distribution of proficiency grades, semantic categories, or communication functional features, high-frequency grammar items and vocabulary were classified into categories.
A survey to understand learner needs was created and shared to a global K-Pop online community site focusing on questions to identify the priority needs of learners related to – topic, vocabulary categories, communication skills, assignments – among the K-pop lyrics-based syllabus education contents.
Based on the contents of this investigation and analysis, a syllabus design plan based on K-pop lyrics was sought. As a result, we designed a syllabus based on K-pop lyrics by combining high-frequency grammar and vocabulary of K-pop lyrics with the learner's preferential learning needs, selecting and arranging the educational content in the language knowledge area, and combining the topics and tasks of interest.
The main implications of syllabus design based on K-pop lyrics derived through the conduct of this study are summarized as follows.
First, unlike general expectations, the level of K-pop lyrics is possible even for beginners. Therefore, when K-pop lovers are induced to learn Korean, beginner-level K-pop lyrics-based syllabus can be used to educate them.
Second, the reason that learners who have learned beginner level grammar and vocabulary were determined to be insufficient to understand and enjoy K-Pop is because oral expressions, abbreviations, omissions, and neologisms was not taught effectively. It is suggested to actively reflect colloquial expressions, abbreviations, and neologisms on K-pop lyrics based syllabus.
Third, it is necessary to reconsider the arrangement of grammar items at level 1 and level 2 since they seem to be somewhat far from the learning objectives for K-pop lovers. In particular, it is effective to arrange K-pop high-frequency grammar items in the early stages of learning so that they can be learned first.
Fourth, the genre characteristics derived from the results of K-pop high frequency vocabulary should be appropriately reflected in the syllabus.
Fifth, the prior learning-related needs identified through the learner needs analysis should be actively reflected in the syllabus design based on analysis between current Korean learners and those who stopped learning Korean, specifically on topic and grammar.
Sixth, teaching of ‘emotion/cognition’ vocabulary category should be reconsidered based on vocabulary frequency analysis and learner needs survey.
Seventh, it was found that both K-pop enthusiast learners and prospective learners recognized the importance of vocabulary and grammar education, hence the intent to set grammar as the educational content category of K-pop-based Korean syllabus.
In conclusion, a sample K-pop lyrics based Korean syllabus was created by focusing on the part where the genre characteristics of K-pop coincide with the needs of learners.
The results of this study will help to prepare a specific framework for Korean language education for K-pop enthusiast learners by providing basic data for designing a K-pop lyrics based syllabus. In addition, design of the K-pop lyrics based syllabus will lead to efficient Korean learning and vice versa, ultimately promoting K-pop enthusiast learners to continue to learn Korean as well as prospective but hesitant Korean learners to start to learn Korean.
Also, based on the fact that K-pop enthusiast learners prefer various types of self learning channels, it is suggested to utilize the sample K-pop lyrics based Korean syllabus to implement various self learning materials through further studies.
Key words: K-Pop enthusiastic learner, Korean for Specific Purpose, K-Pop lyrics Corpus, Survey on learner’s needs, K-Pop lyrics based Syllabus design, Korean as a foreign language,
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