한국어 전공 학습자를 위한 읽기 교수 방안 - 파리디드로대학교 ‘시사강독’ 수업의 예 -

등록일 2019.04.06 파일확장자어도비 PDF (pdf) | 27페이지 | 가격 6,200원
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발행기관 : 전북대학교 인문학연구소 수록지정보 : 건지인문학 / 24권
저자명 : 김미정 ( Mi-jeong, Kim )

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To whom learn Korean for academic purpose, reading is not only capacity for understanding text, but also the basic means of learning as a medium of academic knowledge that covers korean literature, history and philosophy. In this paper, I would like to look into the process of leaning reading that implemented in classroom through the ‘Press Reading’ course for 3rd grade students majored in Korean in University Paris Diderot.Based on Common European Framework of Reference for Languages(CEFR) and ‘International Standard Model of Korean Teaching’ of National Institute of Korean Language, I considered ‘Press Reading’ course for intermediate level, which corresponds to B1, B2, and Korean level 4 would be appropriate and decided to apply in class for 3rd grade students majored in Korean in University Paris Diderot.As reading is one of the most important skills for learners who are in far different cultural and linguistic environments from their target language to achieve goals of academic purposed education in a short-term curriculum, I’ve focused on several strategies as in the followings;First, ‘Meta-Reading’ strategy. To improve learners’understanding text in multiple aspects meanwhile increasing their workload, I utilized three different text materials in each topic for implementing basic-intensive-extension reading which is circular reading method that makes learners understand text with another text. This inter-text function could develop learners’reading skills as activating meta-cognitive and recollective ability. Moreover, leading learners encounter various version of materials in same topic, this method enabled to broaden learners’ cognitive area of form and content schema of text so that they can understand better in each topic resultingly.Secondly, I implemented top-down approach in reading since this is academic purposed university curriculum. While studying for basic vocabulary were given as homework, advanced vocabularies were provided as translated. This was intended to lower the barrier to reading as reducing cases(possibility) that learners get to avoid reading itself because of unfamiliar vocabularies( wording). Therefore, this strategy prevents reducing time to read and understand text due to practicing vocabularies and phrases. Learners, meanwhile, could focus on understanding meaning and main points of article in a very broad-brush wayThird, selected topics of text were universal and general so they can be commonly shared with learners. This had enabled learners could easily find relativeness in extended materials( articles). That is, as they had a chance to read French cases related to each topic in various type of text such as paper articles, internet articles and broadcast scripts, learners can use exclusively learnt functions and strategies for their surroundings.Fourth, when it comes to assessment and finalization, I constantly assessed learners’understanding to coordinate directivity of class. Especially when it was needed, I let them to use their mother language to write or give a presentation to solve misreading that can be happened to academic learners in universities overseas because of differences in language and culture.Lastly, learning foreign language in a very different cultural and linguistic context from native language, such as Korean to French, it is very important to expose learners to target language longer. Therefore, I provided reading materials and information such as ‘AI summarizing-bot’ to learners in shared networks of university, not only for the limitation of class in classroom to be complemented but also for letting learners to find materials and check their reading ability by themselves in afterwards.

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