학술논문
TPR을 활용한 언어 기능 교수 연구 : 6세부터 8세까지 중국아동을 중심으로 / A Study on Language Skills through TPR : Focused on the Chinese children of the age from 6 to 8
Document Type
Dissertation/ Thesis
Source
Subject
Language
Korean
Abstract
본 연구에서는 중국의 6세부터 8세까지의 아동을 대상으로 전신방응교수법(TPR)을 통해 언어기능을 효과적으로 지도하는 데에 목적을 두고 있다. 아동들은 발달 특성상 잠시도 가만히 있지 않고 신체를 움직이거나 물건을 직접 만져봄으로써 체험하는 것을 좋아하기 때문에 이러한 아동들의 특성을 살려 학습자 스스로 수업의 주체가 되고 부담감 없이 쉽고 재미있는 활동을 하는 가운데 한국어에 대한 흥미와 자신감을 갖게 하며, 더불어 의사소통 능력의 기본이 되는 듣기와 말하기 기능의 향상을 위한 방안을 모색하고 더 나아가 쓰기 영역에 대한 효과까지를 입증할 것이다. 한국어를 처음 접하는 불안감을 최소화하고 학습자가 스스로 수업의 주체가 되고 부담감 없이 쉽고 재미있는 활동 가운데 한국어에 대한 흥미와 자신감을 갖게 하며, 더불어 의사소통 능력의 기본이 되는 듣기와 말하기 기능의 향상을 위한 방안을 모색하고 더 나아가 쓰기 영역에 대한 효과까지도 본 연구의 목적을 두고 있다. 이를 위하여 본고는 다음과 같은 순서로 연구를 진행하였다. 2장에서는 아동의 언어 발달 과정, 한국어 교육과정 그리고 TPR과 아동 대상 한국어 교육에 대해 논의하였다. TPR과 아동 대상 한국어교육을 고찰하는 부분으로 논의 될 내용은 첫째, TPR 개념 둘째, 제2언어 습득 가설 셋째, TPR의 교수요목 및 교사와 학습자의 역할 등에 대해 살펴보았다. 넷째, TPR의 지도 원리, 절차 및 TPR의 수업 모형과 과정을 살펴보았다. 다섯째, TPR과 아동 한국어 교육의 상관성에 대해 고찰하였다. 아동 한국어 교육에 TPR교수법의 필요성과 활용 시 기대되는 효과에 대해 서술하였다. 3장에서는 앞서 제시한 이론적 근거들을 바탕으로 의사소통 능력을 향상시키기 위한 TPR 실제 수업을 설계하였다. 본격적인 수업 설계에 앞서 한국어 듣기, 말하기, 쓰기 각 영역 교육의 중요성과 교육내용 그리고 학습 자료가 갖추어야 할 요건에 대해 알아보았다. 다음으로 구체적인 수업 설계로 들어가 TPR을 활용한 수업 환경에 대해 논의하고 수업절차와 수업모형에 대해 구체적이고 체계적인 내용을 살펴보았다. 4장에서는 TPR로 아동들에게 한국어수업을 적용한 실험에 대해 논의하였다. 실험결과를 근간으로 앞서 제시한 가설을 검증하고 성과와 문제점을 살펴보았다. 5장에서는 실험을 바탕으로 한 연구 결과를 근간으로 향후 아동의 한국어 교육방안에 대한 제언을 제시하였다. 내실 있는 한국어 조기 교육이 되기 위해 TPR을 활용한 한국어 언어 기능 교수 연구가 점진성을 가지고 활발히 이루어질 필요가 있다. TPR 교수법이 유아에서부터 성인까지 한국어를 가르치거나 배울 때 효과적인 언어습득의 경로에 촉진적인 역할을 하기를 희망한다.
The purpose of this study is to investigate the effects of using Total Physical Response (here in after referred to as TPR) so that students can be taught naturally in their Korea class, in order to reduce the difficulties of learning English and develop their language skills at the same time. This thesis dealt with the teaching method adopted from 'James Asher's Total Physical Response method'. The TPR method, using the teacher's commands and the students' responses, was applied based on the theory of mother language acquisition. This paper is divided into five chapters: The first chapter is the introduction. It is to clarify the necessity, the purpose and the selected benchmark of the study object of the research on TPR, and it also examines the existing research results as well as specifies the study scope and research methods. The second chapter is a study of the theoretical background. First, it introduces the process of development and education of the children's language. Second, it depicts the concept of TPR pedagogy, the hypothesis of second language acquisition, the guiding principle and process of TPR and the respective role of the teachers and students in the TPR pedagogy, as well as demonstrates the model of lesson plans of TPR pedagogy. Finally, it elaborates the necessity of and expected effect under the TPR pedagogy in children’s Korean teaching. In the third chapter, according to the characteristics of various language skills, it not only designs the teaching mode aiming at diverse language skills under the TPR pedagogy in Korean teaching, but also demonstrates effective and intact teaching scheme. The fourth chapter is the focus of this article. 20 children aged from 6 to 8 years old with equivalent academic performance are divided into two classes. One of them, the experimental class, is proceeded the Korean teaching under the TPR pedagogy; while the other one, the compared class, is conducted the Korean teaching under the traditional teacher-centered pedagogy. The experiment lasts two-month. By conducting the 45-minute Korean curriculum twice a week, it aims to evaluate each child’s case on Korean acquisition and the growth of interests in learning Korean, and it lastly points out the shortcomings and deficiencies of this teaching experiment. The fifth chapter is the conclusion of this article; it is to present the conclusion and the author's views. Through the teaching experiment and analytical studies, this paper presents the following conclusions: The Korean teaching under TPR pedagogy can greatly stimulate students' interests in learning Korean, so that students can gain positive emotional experience and relaxed learning experience. Meanwhile, it can ease the psychological pressure of first learning a foreign language, aiding to improve learning efficiency. Hence, TPR pedagogy can be the effective means to cultivate the children’s language skills in Korean listening, speaking, etc. Currently in China, the Korean teaching for children from 6 to 8 years old is still in the preliminary stage. To develop and expand the field of children’s Korean learning, overall design should be considered in the teaching process, and children’s characteristics and preferences should also be given full consideration when developing the teaching methods and materials. Continuously exploratory research on TPR pedagogy will open up the new areas of children’s Korean teaching methods.
The purpose of this study is to investigate the effects of using Total Physical Response (here in after referred to as TPR) so that students can be taught naturally in their Korea class, in order to reduce the difficulties of learning English and develop their language skills at the same time. This thesis dealt with the teaching method adopted from 'James Asher's Total Physical Response method'. The TPR method, using the teacher's commands and the students' responses, was applied based on the theory of mother language acquisition. This paper is divided into five chapters: The first chapter is the introduction. It is to clarify the necessity, the purpose and the selected benchmark of the study object of the research on TPR, and it also examines the existing research results as well as specifies the study scope and research methods. The second chapter is a study of the theoretical background. First, it introduces the process of development and education of the children's language. Second, it depicts the concept of TPR pedagogy, the hypothesis of second language acquisition, the guiding principle and process of TPR and the respective role of the teachers and students in the TPR pedagogy, as well as demonstrates the model of lesson plans of TPR pedagogy. Finally, it elaborates the necessity of and expected effect under the TPR pedagogy in children’s Korean teaching. In the third chapter, according to the characteristics of various language skills, it not only designs the teaching mode aiming at diverse language skills under the TPR pedagogy in Korean teaching, but also demonstrates effective and intact teaching scheme. The fourth chapter is the focus of this article. 20 children aged from 6 to 8 years old with equivalent academic performance are divided into two classes. One of them, the experimental class, is proceeded the Korean teaching under the TPR pedagogy; while the other one, the compared class, is conducted the Korean teaching under the traditional teacher-centered pedagogy. The experiment lasts two-month. By conducting the 45-minute Korean curriculum twice a week, it aims to evaluate each child’s case on Korean acquisition and the growth of interests in learning Korean, and it lastly points out the shortcomings and deficiencies of this teaching experiment. The fifth chapter is the conclusion of this article; it is to present the conclusion and the author's views. Through the teaching experiment and analytical studies, this paper presents the following conclusions: The Korean teaching under TPR pedagogy can greatly stimulate students' interests in learning Korean, so that students can gain positive emotional experience and relaxed learning experience. Meanwhile, it can ease the psychological pressure of first learning a foreign language, aiding to improve learning efficiency. Hence, TPR pedagogy can be the effective means to cultivate the children’s language skills in Korean listening, speaking, etc. Currently in China, the Korean teaching for children from 6 to 8 years old is still in the preliminary stage. To develop and expand the field of children’s Korean learning, overall design should be considered in the teaching process, and children’s characteristics and preferences should also be given full consideration when developing the teaching methods and materials. Continuously exploratory research on TPR pedagogy will open up the new areas of children’s Korean teaching methods.