한국어교육 전공 수업 내 소집단 활동에 대한 내외국인 학부생의 인식

Many Korean students feel quite frustrated by native speakers’ fast talk, especially in a noisy situation. In this study, it was examined how well 33 Korean university students repeat 48 recorded English sentences at normal speed, fast speed, normal speed mixed with noise, and fast speed mixed with noise. The subject’s production was scored by the percent ratios of correctly produced words to the total words in each sentence. Results showed that overall the student group correctly repeated around 65% of all the words, while the native speakers demonstrated almost perfect performances. Students achieved 69% and 61% accuracy in their repetition of content and function words, respectively. The high-proficiency group outperformed the low-proficiency group, particularly in their repetition of function words. Student’s accuracy of repetition remarkably dropped when both the speed and noise of normal sentences were modified. The noise condition seemed to have the strongest effect on their accuracy. Finally, it was observed that the more words a stimulus sentence had, the harder the Korean students found it to repeat correctly. Those results may be helpful for English teachers to develop better teaching materials for listening skills and to offer some criteria of proficiency level in English.

Studies indicate that group work accompanied by the cooperative learning elements of Individual accountability and structured independence among group members enhances student achievement. This article illustrates the implementation of a specific type of cooperative learning project called group investigation. The project is based on Slavin's (1995) six‐stage model of group investigation. It was implemented in a fourth‐semester college‐level French class and would be suitable for third‐ and fourth‐year high school French classes. The model could be adapted for Spanish or other language classes.

This paper investigated learners’ perceptions and experiences of K-Culture-based project learning in the context of cultural and cooperative learning. Four Korean students and four foreign students participated in a team project based on K-Culture and its content over the course of a semester at a university. The researchers collected qualitative data, including self-reflection reports, presentation materials, interviews, and mentoring feedback. For qualitative analysis, the researchers also observed the process of cooperative project learning—selecting a topic, setting objectives, planning the survey, analyzing data, presenting findings, and providing feedback. The results showed that learners expanded their understanding of global K-Culture and other cultures through participation in the cooperative project. Korean students recognized K-culture’s global status, gained insight into it’s critical cultural acceptance and realized the need to provide richer explanations of K-Culture. In contrast, foreign students explored the potential of developing K-Culture into business ideas, enhanced their critical cultural competence, and reassessed their proficiency in Korean communication. This study demonstrates the educational value of K-Culture-based cooperative projects for Korean and foreign learners at the university level. Based on these results, it is recommended that future Korean-foreign cooperative learning initiatives enhance mentoring and language support to facilitate communication. In addition, a more systematic educational model for Korean-foreign team project-based learning is needed to provide practical learning experiences and develop learners’ global competence.

The AI-powered smart classrooms for C-PBL to enhance mobile and virtual learning technology, or C-PBL mobile and virtual learning are based on the integration of artificial intelligence and virtual reality technologies with problem-based learning and cooperative learning with an attempt to enhance students’ analytical thinking and curiosity. Thereby, students are encouraged to do activities in small groups and use analytical thinking skills to distinguish problems in a systematic manner, which is believed to enable them to create their own bodies of knowledge from the problem-solving process in those situations or problems. The results of this research are consistent with the hypotheses, as it is found that the C-PBL mobile and virtual learning system is considered a learning tool that can be practically applied in cooperative problem-based learning processes through virtual smart classrooms in order to promote students’ analytical thinking and curiosity in learning. Meanwhile, it is believed that the C-PBL mobile and virtual learning system herein also enables students not only to create their own bodies of knowledge after doing small-group activities in virtual environments but also to receive brand-new knowledge as to their own abilities from experiential learning. However, there are still some research gaps in this study that need to be further addressed in the future. For instance, future studies should explore a wider scope of application by doing surveys with more varied populations and broader educational environments so as to confirm the validity and clarity of study results. Therefore, the findings in this study are considered merely the findings derived from a pilot study and can be used as just a guideline for future development.

ABSTRACT: This paper examines text structure of argumentative texts in Korean speakers’ argumentative writing in English, compared with native speakers’ writing in Korean as well as native speakers’ writing in English. The text structure of 11 essays on the three argumentative topics given to American and Korean students is analyzed using the interactive text analysis model elaborated by Aston and Tirkkonen‐Condit. The results of text structure analysis using the interactional approach which is based on speech act theory show that the dominant structure of the English essays of native speakers is claim + justification + conclusion, while no one pattern represents the writing of native speakers of Korean in either their first language or in English. Furthermore, essays by the Koreans in their native language are structurally non‐linear as compared to English essays of native speakers. One out of the five English essays of Korean speakers exhibit the non‐linear structure. There are, however, similarities in the English and Korean essays, e.g. in the three basic components of text structure—claim, justification and conclusion. These common features suggest that there may be a set of universal features characterizing argumentative texts.

Korea and Mongolia are geographically close, and exchanges are deep historically, and language and culture exchanges are still actively taking place today. This paper analyzes the current development status of the Korean language major of the University of Mongolia, including the history of Korean language education in Mongolia, the current status of Korean language major students and teachers at universities, and the current status of Korean language education at universities. Combining analysis examples, we will discuss the direction of education development and the actual status of Korean education in Mongolia. Specifically, focusing on the Korean language major of universities in Mongolia, the current status of Korean language education, students and teachers majoring in Korean language, the current status of academic performance of universities, and comparison of curriculum of major universities are discussed. In order to examine the current situation and develop Korean language education in Mongolia in the future and move it to a new stage, I would like to present the following tasks. In other words, develop the capabilities of Mongolian universities, increase the capabilities of teachers, and develop the teaching methods that meets the needs of students with various degrees of Korean learning. In addition, efforts are made to ensure that interest in Korean language studies leads well to master's and doctoral courses, tasks such as promoting diversity in curriculum operation were presented.

The purpose of this study is to analyze various issues and problems related to Korean language education inherent in the experiences of Korean teachers who teach immigrant students in public education, as well as teachers' multicultural reflection. The experiences of five Korean language teachers as research participants were collected and analyzed through in-depth interviews, and core themes were derived from five categories, and 15 major themes were classified and organized. At the beginning, a Korean language teacher entered the school with curiosity, excitement, and confidence, but was a stranger who was not welcomed, and the educational environment was unprepared. The various students who cannot speak Korean or do not want to study were stressed and uncomfortable, and at the same time, the participants expressed regret and concern for the situation of their students. The participants educated the students with recognition, praise, encouragement, and expectation, which are the core of multicultural education teaching methods, and changed educational goals. They showed pride in contributing to the growth and development of the students and Korean society, recognizing them as beings who accompany students, mediators, and becoming a home for them. While, they endured difficulties in the face of inappropriate treatment of them and system of Korean language education in public schools. This study is meaningful in that the participants partially practiced special teaching methods based on multicultural education perspective in guiding immigrant students, rediscovered the role of Korean language teachers for the students, and the importance of Korean language education. Accordingly, changes and innovations in public education for Korean language education and students were suggested.

The present study investigates the effects of online intercultural exchanges (OIEs) on intercultural communicative competence (ICC) and willingness to communicate (WTC) among Korean elementary school students. Previous studies have focused on OIEs with native English speakers, without considering partners who can manage constraints such as time differences. Therefore, this study specifically examines OIEs with Japanese and Indian peers for their applicability and expandability. It aims to deepen understanding by integrating quantitative and qualitative analyses of the impact of OIEs on students’ ICC and WTC. For this study, 61 Korean EFL elementary school students completed an Intercultural Communicative Scale (ICS) survey and a WTC questionnaire before OIEs. The OIEs were then implemented over ten sessions using the regular English curriculum. After these sessions, surveys and interviews on participants’ ICC and WTC were conducted. The quantitative results indicated that OIEs had a positive effect on the students’ ICC and WTC. Qualitative analysis of participants’ ICC revealed pedagogical implications across four related topics: interaction engagement and enjoyment, respect for cultural differences, interaction confidence, and interaction attentiveness. Furthermore, post-test interviews about participants’ WTC revealed their active willingness to communicate, voluntary efforts for communication, and willingness to communicate with non-native partners. Therefore, these findings suggest that participation in OIEs, even with non-native partners, can enhance ICC and WTC among Korean elementary school students.

The development of the creative potential of individuals is considered to be one of the requirements of modern education. As in all areas, the development of students’ creative potential is also among the objectives of education programs in music education. The ability of music teachers to achieve this objective and create creative learning environments for their own students’ creative potential, is dependent on their training in such a learning environment.In this regard, one aim of this research is to develop a scale which can assess the creativity based learning environment for Major Instrument courses carried out within faculties of Education, Fine Arts Education, Music Education programs. The second aim is to evaluate using this scale, the creativity based learning environment for the Major Instrument courses carried out in the Buca Faculty of Education, Department of Music Education.The scale was developed as 5 point Likert scale and was applied to 528 students who were studying in the Faculty of Education, Fine Arts Education, Music Education Department in several universities during the 2012–2013 academic year. The data was analyzed with SPSS 16.0. Additionally, the LISREL 8.8 program was used for confirmatory factor analyses.After items distorting the factor structure were removed, the scale was left with 12 items. The scale’s Cronbach Alpha value was determined as .928. At the end of the confirmatory factor analysis the level of fit criteria were found to be; : 4.0; RMSEA: .07; NNFI: .98; CFI: .98; GFI: .94. The data show that the scale in general has an improved fit.The scale was applied to 72 students studying at the Buca Faculty of Education, Fine Arts Education, Music Education Department in the 2014–2015 academic year with the aim of determining the Major Instrument courses’ learning environments. The scale’s Cronbach Alpha value was determined as .948.Responses by students taking Major Instrument courses showed that lessons were carried out in creativity based ( =3.95) and positive learning environments ( =4.25) in which the students’ creativity was supported ( =3.73). With regard to the creativity based learning environment, Major Instrument Guitar courses presented the highest level ( =4.55) and Major Instrument Baglama course, the lowest ( =2.95).

Learning the prosody of a language means to study the diverse phenomena, such as melody, intensity, duration, etc., that is foreign but inseparable to the double articulation of speech. In order to study the prosodic system of a language, we should examine its accentual, rhythmic or melodic system which can be represented by intonation. The main purpose of this study is to observe the result of French prosodic utterance produced by Korean students in order to compare the crucial points of the French intonational production between French native speakers and Korean students. It is focused on the importance of learning the prosody of a language with not only with a listening method but also with a visual method, as the Praat which is a sound analysis software. With the results, we expect to offer the students a motivation in learning French prosody more efficiently.

This study investigates the types of errors that are made by speakers of L1 Korean in the production of L2 English prosody. English and Korean differ in prosodic and rhythmic structure and in the ways word prominence and semantic/pragmatic meaning are marked. In English, a prominent word is marked by a pitch accent on its stressed syllable, and semantic/pragmatic information is delivered by pitch accent types (e.g., H*, L + H*) and boundary tones. In Korean, a language without lexical stress, a word’s prominence is marked by its location at the beginning of a phrase, and semantic/pragmatic information is delivered by prosodic phrasing and boundary tones. Data were selected from recordings of the UCLA TOP (Test of Oral Proficiency) exam taken by Korean students. The present study analyzes the part where students (twelve) present information from the same syllabus in front of raters and questioners acting as students. Control data from three native English speakers was collected in the same format. Prominen...

This study demonstrates how English Programme in Korea (EPIK) is an example of Korea's active response to the globalization process through which Korea not only accommodates external demands but also strategically pursues national interests through equipping its citizens with a command of English. EPIK, affiliated with the Korean Ministry of Education, was established in 1995 in order to hire native speakers of English as teachers, with the mandate to improve the English speaking abilities of students and teachers in Korea and to reform English teaching methodologies. After presenting an overview of EPIK, this study highlights that the South Korean government has responded to and actively participated in the global spread of English by adopting and implementing the EPIK programme. Furthermore, the ideology of the native English speaker as the ideal teacher, readily adopted by the Korean government and people, does not grant native English teachers legitimacy as teachers in their everyday interactions with Korean teachers of English and Korean students. This study demonstrates that the dichotomy of the native speaker of English as a superior teacher, and the non-native speaker of English as an inferior teacher, is too simplistic to explain real-life experiences of EPIK teachers.

This chapter departs from a general acknowledgement that collaborative activities in small groups are productive for students’ learning. A range of so-called ‘student-centred’ approaches include elements of group work, in which students are required to engage in collaborative investigations, problem solving or knowledge co-construction. However, what it means for teachers to organize and support such learning, what students experience as challenging, and what support they might need is to an extent overlooked in the pedagogical practice in higher education. This chapter uses observations, interviews with teachers and students, course documents, and findings from case studies in two higher education courses wherein group work was a prevalent activity, to identify aspects what matter for the quality of collaborative learning in small group settings. Furthermore, the chapter highlights ways in which such learning activities are and can be pedagogically designed and enacted in order to support student engagement, and what are challenges accompanying this endeavour. Based on the insights gained through the aforementioned studies and analyses, the chapter discusses ways to inform quality work in higher education with a focus on the processes of teaching and learning.

The purpose of this study is to establish improved curriculum and operation policy for Chinese education consumers by investigating and analyzing the performance of Chinese students in Korea enrolled in graduate programs in arts and physical education. To this end, a focus group interview and a questionnaire survey were conducted with Chinese students and international student affairs staff at ‘A’ University located in a metropolitan area. Analysis research was conducted based on both interview and survey results. Research findings and their implications are as follows: First, student satisfaction for major practical courses was found to be high in terms of their qualitative and quantitative aspects. Thus, other courses and theory courses need to be improved by considering the basic academic skills and Korean language ability of Chinese students. Second, thesis-related research results indicated that Chinese students are not effectively performing thesis writing despite their high awareness of the necessity and importance of writing a thesis. Thus, thesis-related courses should be operated after identifying the problems Chinese students have. Third, investigation on interactions showed that Chinese students have positive and active interactions with professors teaching major practical courses, reflecting the central role of practice in arts and physical education. Thus, efforts should be made to expand Chinese students’ interactions with and understanding of Korean students besides strengthening the role of professors as mentors. Fourth, since research results showed low satisfaction for graduate school operation and its educational environment, it is necessary to build an educational environment conforming to the uniqueness and professionalism of arts and physical education by improving and expanding the practice room environment. In conclusion, a comprehensive approach reflecting the uniqueness and professionalism of arts and physical education should be taken in building educational infrastructure and environment and designing and operating classes for Chinese education consumers. The characteristics of each major and its members must be considered as well to present specific plans in greater detail.

Various forms of peer, collaborative or cooperative learning, particularly small group activities, are increasingly used within university courses to assist students meet a variety of learning outcomes. These include working collaboratively with others, taking responsibility for their own learning and deepening their understanding of specific course content. The potential benefits of peer learning have long been recognised and are especially relevant today. However, many existing assessment practices act to undermine the goals of peer learning and lead students to reject learning cooperatively. If assessment gives students the message that only individual achievement is valued, and that collaborative effort is akin to cheating, then the potential of peer learning will not be realised. Inappropriate assessment practices may also lead to unhelpful forms of competition within and between groups that prevent groups functioning effectively. This paper examines some of the main assessment issues in connection with peer learning and suggests ways in which the benefits of this approach can be maintained while still meeting the formal assessment requirements of the course. It discusses the use of group assessment, peer feedback and self‐assessment, assessment of participation and negotiated assessment and concludes with the identification of a number of issues which remain to be addressed.