HOW KOREAN LANGUAGE TEACHERS AND THEIR LEARNERS RECOGNIZE CLASSROOM ACTIVITIES: SAME PILLOW, DIFFERENT DREAMS?
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This paper investigates the meaningful factors that contribute to the difference between the teacher and learner in recognizing classroom activities and serves as a guide to find useful learner-centered activities in the Korean language classroom. To date considerable researches on types or goals of classroom activities have been produced in a methodological fashion. However, the subjects of those researchers, the learners, seem to disagree with the feasibility of such studies. Researchers such as Clément pointed out that classroom activities are as a pivotal of a part as language attitude or motivation for learning in terms of proficiency improvement. This study explores types of activity development that caters to the learners’ preferences and their level of linguistic performance by revealing awareness between them and their teachers. To achieve this goal, three-part survey questionnaires were provided to both teachers and learners. It asked how each party recognized the forms and scopes of teacher-learner interaction in the classroom. Based on the preferences of each party, the data was organized to focus on the frequency and completion of speaking activities. By examining the results of the study, we will see how Gardner’s Multiple Intelligence Theory can redefine the learning styles and techniques of Korean language learners.
Abstract
This paper investigates the meaningful factors that contribute to the difference between the teacher and learner in recognizing classroom activities and serves as a guide to find useful learner-centered activities in the Korean language classroom. To date considerable researches on types or goals of classroom activities have been produced in a methodological fashion. However, the subjects of those researchers, the learners, seem to disagree with the feasibility of such studies. Researchers such as Clément pointed out that classroom activities are as a pivotal of a part as language attitude or motivation for learning in terms of proficiency improvement. This study explores types of activity development that caters to the learners’ preferences and their level of linguistic performance by revealing awareness between them and their teachers. To achieve this goal, three-part survey questionnaires were provided to both teachers and learners. It asked how each party recognized the forms and scopes of teacher-learner interaction in the classroom. Based on the preferences of each party, the data was organized to focus on the frequency and completion of speaking activities. By examining the results of the study, we will see how Gardner’s Multiple Intelligence Theory can redefine the learning styles and techniques of Korean language learners.
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