Research on Korean spoken discourse marker education
 |
Description
Book Introduction
This book aims to provide a teaching and learning method that enables Chinese-speaking Korean learners to express their intentions and attitudes appropriately and richly by using Korean spoken discourse markers in various oral communication situations.
As functional language elements, spoken discourse markers contribute to conveying the speaker's utterance intention and attitude rather than conveying propositional content.
Current Korean language education research mainly considers spoken discourse markers as a type of communication strategy element and argues that they should be actively addressed in educational settings along with other language elements.
Most of the studies related to spoken discourse markers have approached each discourse marker from a descriptive linguistic perspective, and systematic research on discourse markers in general has been relatively insufficient.
In addition, although research based on the perspective of Korean language education for Chinese-speaking learners is gradually increasing, most of them deal with Chinese equivalent expressions for some discourse markers and often present only brief educational methods.
Therefore, in order to address these issues, this book examines the colloquial discourse markers that appear in the everyday conversations of Chinese-speaking Korean learners from an interlanguage perspective, analyzing their aspects from various angles to devise effective teaching and learning methods.
As functional language elements, spoken discourse markers contribute to conveying the speaker's utterance intention and attitude rather than conveying propositional content.
Current Korean language education research mainly considers spoken discourse markers as a type of communication strategy element and argues that they should be actively addressed in educational settings along with other language elements.
Most of the studies related to spoken discourse markers have approached each discourse marker from a descriptive linguistic perspective, and systematic research on discourse markers in general has been relatively insufficient.
In addition, although research based on the perspective of Korean language education for Chinese-speaking learners is gradually increasing, most of them deal with Chinese equivalent expressions for some discourse markers and often present only brief educational methods.
Therefore, in order to address these issues, this book examines the colloquial discourse markers that appear in the everyday conversations of Chinese-speaking Korean learners from an interlanguage perspective, analyzing their aspects from various angles to devise effective teaching and learning methods.
index
Chapter 1 Introduction
01 Necessity and Purpose of the Study
02 Researcher
2.1.
Research in linguistics
2.2.
Research in Korean linguistics
2.3.
Research in Korean language education
03 Research subjects and methods
Chapter 2: Prerequisites for Teaching Korean Spoken Discourse Markers
01 Review of prior research on discourse markers
1.1.
Selection of terms for 'discourse marker'
1.2.
Existing discussions on discourse markers
02 Concept and Characteristics of Spoken Discourse Markers
2.1.
The concept of spoken discourse markers
2.2.
Characteristics of spoken discourse markers
03 Current Status of Korean Spoken Discourse Marker Education
3.1.
Technical aspects in general textbooks
3.2.
Technology aspects in teacher's guides
3.3.
Current status of teaching in Korean language classes
04 Selecting the content of oral discourse marker training for Chinese-speaking learners
4.1.
Validity of spoken discourse markers as a Korean language education item
4.2.
Scope and List of Spoken Discourse Markers for Korean Language Education
4.3.
Classification and functions of spoken discourse markers
4.4.
Educational content categories of spoken discourse markers
Chapter 3: Analysis of Chinese Learners' Use of Spoken Discourse Markers
01 Leading Discourse Operation Mark
1.1.
Introduction and transition of topics
1.2.
Development of the topic
1.3.
End of topic
02 Responsive Discourse Operation Marker
2.1.
Marker of preferred response to the other person's utterance
2.2.
Marking of unfavorable response to the other person's utterance
Chapter 4: Teaching and Learning Methods for Korean Spoken Discourse Markers for Chinese-Speaking Learners
01 Principles of Teaching and Learning Korean Spoken Discourse Markers
1.1.
cognitive enhancement
1.2.
Increased strategic and functional awareness
1.3.
Utilizing the native language transfer effect
02 Korean Spoken Discourse Markers Teaching and Learning Practice
2.1.
Korean Spoken Discourse Marker Teaching and Learning Model
2.2.
Practice of operating a Korean spoken discourse marker class
03 Suggestions for improving teaching methods and educational materials
3.1.
Suggestions for Teaching Methods
3.2.
Suggestions for improving educational materials
Chapter 5 Conclusion
Appendix 1 Teacher Questionnaire
Appendix 2 Student Questionnaire
Appendix 3: Questionnaire for class evaluation
Appendix 4: Test materials for class evaluation
01 Necessity and Purpose of the Study
02 Researcher
2.1.
Research in linguistics
2.2.
Research in Korean linguistics
2.3.
Research in Korean language education
03 Research subjects and methods
Chapter 2: Prerequisites for Teaching Korean Spoken Discourse Markers
01 Review of prior research on discourse markers
1.1.
Selection of terms for 'discourse marker'
1.2.
Existing discussions on discourse markers
02 Concept and Characteristics of Spoken Discourse Markers
2.1.
The concept of spoken discourse markers
2.2.
Characteristics of spoken discourse markers
03 Current Status of Korean Spoken Discourse Marker Education
3.1.
Technical aspects in general textbooks
3.2.
Technology aspects in teacher's guides
3.3.
Current status of teaching in Korean language classes
04 Selecting the content of oral discourse marker training for Chinese-speaking learners
4.1.
Validity of spoken discourse markers as a Korean language education item
4.2.
Scope and List of Spoken Discourse Markers for Korean Language Education
4.3.
Classification and functions of spoken discourse markers
4.4.
Educational content categories of spoken discourse markers
Chapter 3: Analysis of Chinese Learners' Use of Spoken Discourse Markers
01 Leading Discourse Operation Mark
1.1.
Introduction and transition of topics
1.2.
Development of the topic
1.3.
End of topic
02 Responsive Discourse Operation Marker
2.1.
Marker of preferred response to the other person's utterance
2.2.
Marking of unfavorable response to the other person's utterance
Chapter 4: Teaching and Learning Methods for Korean Spoken Discourse Markers for Chinese-Speaking Learners
01 Principles of Teaching and Learning Korean Spoken Discourse Markers
1.1.
cognitive enhancement
1.2.
Increased strategic and functional awareness
1.3.
Utilizing the native language transfer effect
02 Korean Spoken Discourse Markers Teaching and Learning Practice
2.1.
Korean Spoken Discourse Marker Teaching and Learning Model
2.2.
Practice of operating a Korean spoken discourse marker class
03 Suggestions for improving teaching methods and educational materials
3.1.
Suggestions for Teaching Methods
3.2.
Suggestions for improving educational materials
Chapter 5 Conclusion
Appendix 1 Teacher Questionnaire
Appendix 2 Student Questionnaire
Appendix 3: Questionnaire for class evaluation
Appendix 4: Test materials for class evaluation
GOODS SPECIFICS
- Date of issue: August 7, 2018
- Page count, weight, size: 436 pages | 650g | 153*224*30mm
- ISBN13: 9791189292119
- ISBN10: 1189292114
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