preface
index
Note

Theory - Korean Speaking Training
1.
Speaking training
1.1.
Goals of Speaking Education
1.2.
Characteristics of speaking and educational content
1.3.
Language teaching theory and speaking teaching methods
1.3.1.
didactics
1.3.2.
Running speaking classes
1.4.
Speaking Korean in the Classroom
1.5.
The future direction of speaking education as seen through textbooks
2.
Speaking Korean in the Classroom
2.1.
Learner characteristics
2.1.1.
Learner's affective factors
2.1.2.
Learner's cognitive factors
2.1.3.
learner's metacognitive factors
2.2.
Teaching environment
2.3.
educational materials
2.3.1.
Types of educational materials
2.3.2.
Use of educational materials
2.4.
Teaching activities
2.4.1.
The teacher's role
2.4.2.
Running speaking classes
2.4.3.
Pair and group activities
2.4.4.
Teacher's feedback
3.
Types of speaking activities in Korean language education
3.1.
Classification of speaking activity types
3.1.1.
Classification of speaking activities considering the characteristics of teaching and learning activities
3.1.2.
Classification of speaking activity types based on how the activity is performed
3.2.
Types of Speaking Activities in Korean Classes
3.3.
Characteristics and Uses of Each Type of Speaking Activity
3.3.1.
Speaking activities focused on form learning
3.3.2.
Speaking activities centered on meaning construction
3.3.3.
Function-focused speaking activities
3.3.4.
Task-based speaking activities
References

Practical - Practical Korean Speaking Activities
Chapter 1: Speaking Activities Focused on Form Learning
1.
Repeat
Form (1) Practicing vowels using songs
Form (2) Practice consonants using word cards
Form (3) Imitating intonation
Form (4) Following movie lines
2.
Replace
Form (5) Occupation Guessing Game
Form (6) Telling the destination using the ladder game
Form (7) Asking and answering dates using a card game
Form (8) Telling a story using a calendar
Form (9) Asking using rock-paper-scissors
Form (10) Saying modifiers using picture cards
3.
Convert
Form (11) Compare and contrast the pictures
Form (12) Practice irregular 'ㄹ' by rolling the dice
Form (13) Simultaneous action speaking using gesture game
Shape (14) Describing the condition by looking at the picture
4.
Complete
Shape (15) Talking about world weather while looking at pictures
Form (16) Practice honorifics while looking at the picture
Form (17) Choose an expression that fits the situation and practice '-da-ga'
Form (18) Making a promise using a card
Form (19) Practice '-ajima' using the given expressions
Shape (20) Look at the picture and say the reason
Form (21) Telling cause and effect using pictorial data

Chapter 2: Speaking Activities Focused on Meaning Construction
1.
Speaking activities using conditioned prompts
Meaning (1) Answer according to the conditions using 'V-geona'
Meaning (2) A puzzle game using '-(으)면 -(으)ㄹ술하다'
Meaning (3) Speak by completing the sentence with '-deoni'
Meaning (4) Using cards to tell the cause of symptoms
2.
Speaking activities using images
Meaning (5) Talk about what you can do by looking at the picture
Meaning (6) Guess the information by looking at the picture and speaking
Meaning (7) Look at the picture and say what has changed
Meaning (8) Report the graph and speak the results
Meaning (9) See the advertisement and express your opinion
Meaning (10) Say what it is used for when looking at a photo
3.
Speaking activities using proverbs and sayings
Meaning (11) Practice speaking '-da-deoni' using proverbs and sayings
Meaning (12) Encouragement using proverbs and sayings
Meaning (13) Saying a motto using proverbs and sayings
4.
Situation-based speaking activities
Meaning (14) Using '-da-ga' to tell the cause of a problem situation
Meaning (15) Advising according to a given situation
Meaning (16) Report the given situation and tell how to solve it
Meaning (17) Look at the card and talk about the change in situation
5.
Topic-based speaking activities
Meaning (18) Recommending famous places in your hometown
Meaning (19) Introducing a travel destination
Meaning (20) Speaking with the expectation of negative consequences for the environment

Chapter 3: Speaking Activities Focused on Functional Performance
1.
Features required for presentation
Compare features (1)
Describe the function (2)
Function (3) Explaining the order
Function (4) Explain with an example
Classify Function (5)
Summary of features (6)
2.
Functions required for discussion and debate
Function (7) Speak up
Function (8) Giving evidence
Agree to feature (9)
Function (10) Refute
Check function (11)
Evaluate Function (12)
3.
Functions required for interpersonal relationships
Thank you for the feature (13)
Feature (14) Praise
Function (15) Apologize
Function (16) Reject
Function (17) Up
Request a feature (18)

Chapter 4: Task-Based Speaking Activities
1.
Assignment activities using role-playing
Order Assignment (1)
Assignment (2) Describing symptoms at a pharmacy
Assignment (3) Exchange and refund
Assignment (4) Describing a Lost Item
2.
Task activities that utilize information differences between learners
Task (5) Describing the Road
Task (6) Finding travel information
Task (7) Finding the location information of the artifact
3.
Task activities leading to decision-making
Task (8) Making an appointment
Task (9) Setting housemate rules
Task (10) Preparing for the Flea Market
Assignment (11) How to use donations
4.
Task activities that are the goal in themselves
Assignment (12) Play I (Mirror)
Assignment (13) Play II (Heungbu and Nolbu)
Assignment (14) Presentation I (An Unforgettable Experience)
Assignment (15) Presentation II (Controversial Issues in Our Country)
Assignment (16) Presentation III (Free Topic Presentation)
Assignment (17) Discussion I (No Kids Zone Operation)
Assignment (18) Discussion II (Level-based classes)
Assignment (19) Discussion III (Introduction of Single Tax)
Assignment (20) Discussion IV (Zoo Closure)
Assignment (21) Discussion V (Animal Experiment)
Assignment (22) Discussion VI (Debate Competition)

index

Over the years, many teachers in Korean language education have made great efforts to actively strengthen classroom interaction and foster active communication.
For the past 50 years, the Korean Language Education Center at Seoul National University's Language Education Institute has been continuously developing, applying, and improving methods to make communication activities more effective and engaging through classes and research.
The recently published “Korean Language Education Series 1 - Speaking Activity Materials” is a compilation of the results of these efforts.
For the development and expansion of Korean language teaching methods based on communication-centered teaching methods, the role of speaking education is particularly important.
The greatest strength of this book is that it can provide practical help to teachers in Korean language education regarding speaking education.
Many Korean language textbooks include various speaking exercises and activities, but they don't show how classroom lessons actually work.
This book provides detailed guidance on how speaking activities are conducted, what to keep in mind when conducting speaking activities, what additional materials should be included for the activities, and what to prepare in advance before class.
I believe that the "Korean Language Education Series 1 - Speaking Activity Materials" will be of great help in strengthening the capabilities of many Korean language teachers and improving the quality of speaking classes in Korean language education settings.


This book has the following features:


First, it consists of Part 1, Theory, and Part 2, Practice.
Part 1, Theory, organizes theories about Korean speaking classes and activities, while also introducing various theories that form the basis for classifying speaking activities to be covered in Part 2, Practice. It also explains the standards and system for classifying speaking activities.
Based on this, Part 2, Practical, presents various speaking activities and their operation methods used in actual Korean language classes.


Second, the second part, the practical part, presents speaking activities by type. First, it is broadly divided into four types: speaking activities centered on learning form, speaking activities centered on constructing meaning, speaking activities centered on performing functions, and speaking activities centered on performing tasks. Representative activities selected for each type are subclassified.
It is based on the general structure of the detailed objectives and syllabus of Korean speaking classes, and follows a Korean speaking class method that expands step by step to reach practical Korean communication.
This will help frontline Korean language teachers select and utilize activities appropriate to the class stage or purpose.


Third, the speaking activities in Part 2 are not only diverse and rich, but are also designed to be used directly in class.
We introduce a total of 81 activities, ranging from typical and general activities frequently used in Korean language education to speaking activities independently developed by the Korean Language Education Center of the Language Education Institute of Seoul National University.
Each activity is presented with detailed, step-by-step instructions so that it can be applied to each classroom situation and used immediately in class.


Fourth, along with speaking activities, a class operation plan is presented in the form of a lesson plan, which details not only specific procedures for conducting classes but also effective teacher language, content on the board, points to note, and useful tips.
In addition, we have provided a wealth of vocabulary cards, picture cards, and activity sheets necessary for each activity, and have also provided an online resource center so that you can print them out and use them right away, or edit them to suit the situation, greatly increasing convenience and usability in the classroom.


Fifth, the activity sheets and activity cards are rich in pictures and illustrations that can be effectively utilized in speaking classes, which can stimulate learners' interest and enhance learning effectiveness.
These photos and illustrations will help teachers apply them more effectively and creatively in their speaking classes.


Many people have put in a lot of effort and dedication to bring this book to fruition.
I would like to express my gratitude to the writing team members, Kim Min-ae, Kim Su-yeong, Lee Jeong-deok, and Kim Jeong-hyeon, for their hard work throughout the writing and publication period.
I would also like to thank Eun-gyu Choi, An Gyeong-hwa, Eun-ah Jang, In-gyu Kim, Sang-hee Kim, Mi-nam Oh, Kyung-yoon Cho, Ji-hyeon Song, Jae-young Woo, Hyeon-jin Kim, Mi-sook Kim, and Sang-hee Jeong for their hard work in reviewing and providing advice.
I would also like to express my gratitude to all the staff at Hankookmunhwasa, including President Kim Jin-su, Deputy Director Jo Jeong-heum, Assistant Manager Kim Sol-hee, Editor Kim Se-hwa, and Won Ju-hee, who provided wonderful illustrations and helped with the long process leading up to the publication of this book.


May 2020
Seoul National University Language Education Center
Director Jang So-won