말하기 능력 향상을 위한 전략 교수 연구 - 중국인 학습자를 대상으로 -
A Study on Strategy Instruction for Improving Speaking Skills: Focusing on Chinese Learners of Korean Language
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This study aims to investigate Chinese learners’ strategy using patterns and to discuss a strategy instruction as an educational treatment to solve the lack of speaking skills of them. First, this study adapted SILL to the Korean language situation and analyzed the strategy using patterns of Chinese learners lacking speaking skills. Learners frequently used metacognitive strategies and social strategies, compensation strategies and other strategies more than three points in a five-point scale evenly. When individually analyzed the list of strategies used, however, those are found that the students mainly use passive strategies like listening or observing, they insufficiently use the strategies to find a new language source of one’s own interesting and they do not tend to create the opportunity to communicate with others through strategy use. After identifying the problems of using strategies, part of strategic items were selected to correct them, this study suggested that teaching strategies should be explicitly integrated into a language class and the effectiveness of this class experimented. In this experiment, the following results were obtained: 1) Speaking assessment results before and after the experiments showed that strategic training group improved scores more than control group. 2) Because it is the first time to introduce language strategies into the class and it needs time for strategic instruction, experimental group didn’t learn as many grammatical and vocabulary items as control group. 3) Experimental group learners had a positive response to learning strategy instruction and also tried to be active outside of the classroom.
Abstract
This study aims to investigate Chinese learners’ strategy using patterns and to discuss a strategy instruction as an educational treatment to solve the lack of speaking skills of them. First, this study adapted SILL to the Korean language situation and analyzed the strategy using patterns of Chinese learners lacking speaking skills. Learners frequently used metacognitive strategies and social strategies, compensation strategies and other strategies more than three points in a five-point scale evenly. When individually analyzed the list of strategies used, however, those are found that the students mainly use passive strategies like listening or observing, they insufficiently use the strategies to find a new language source of one’s own interesting and they do not tend to create the opportunity to communicate with others through strategy use. After identifying the problems of using strategies, part of strategic items were selected to correct them, this study suggested that teaching strategies should be explicitly integrated into a language class and the effectiveness of this class experimented. In this experiment, the following results were obtained: 1) Speaking assessment results before and after the experiments showed that strategic training group improved scores more than control group. 2) Because it is the first time to introduce language strategies into the class and it needs time for strategic instruction, experimental group didn’t learn as many grammatical and vocabulary items as control group. 3) Experimental group learners had a positive response to learning strategy instruction and also tried to be active outside of the classroom.
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