결혼이민자 대상 일대일 한국어 수업에서의 교실 상호작용 양상- 방문지도사의 수업을 중심으로 -
Aspects of Interaction in One-to-one Korean Language Class for Marriage Immigrant
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In one-to-one visiting Korean language class for marriage immigrants, because of the class size, that is composed of just two, one teacher and one student, various interactive activities has lots of difficulties to perform, so that improving authentic communicative competence should be limited. So this study analysed activities between teacher and student in 23 one-to-one visiting class for marriage immigrants to propose effective way in developing and adopting materials or teacher's guide, and training teachers for effective activities in those class. As a result, there were overwhelming of activities for practice in comparison to communicative activities. With these activities for practice like reading aloud and replacement, it would not be possible to improve student's communicative competence. So it is proposed that teacher training and guide to increase portion of communicative activities is needed. And activities outside of classroom that is assigned as a homework are analysed. Most of activities outside of classroom are also activities for practice like repetitive writing. To compensate for limited communication in classroom by outside activities, it is needed to present detailed and effective activities that learners can perform with members of community outside of classroom.
Abstract
In one-to-one visiting Korean language class for marriage immigrants, because of the class size, that is composed of just two, one teacher and one student, various interactive activities has lots of difficulties to perform, so that improving authentic communicative competence should be limited. So this study analysed activities between teacher and student in 23 one-to-one visiting class for marriage immigrants to propose effective way in developing and adopting materials or teacher's guide, and training teachers for effective activities in those class. As a result, there were overwhelming of activities for practice in comparison to communicative activities. With these activities for practice like reading aloud and replacement, it would not be possible to improve student's communicative competence. So it is proposed that teacher training and guide to increase portion of communicative activities is needed. And activities outside of classroom that is assigned as a homework are analysed. Most of activities outside of classroom are also activities for practice like repetitive writing. To compensate for limited communication in classroom by outside activities, it is needed to present detailed and effective activities that learners can perform with members of community outside of classroom.
참고문헌 (19)
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