교수언어로서의 학습자 모어 사용 기능 연구 - 중국인 초급 학습자 대상 한국어 문법 수업을 중심으로 - = A Study of the Function of L1 Use as a Teaching Language in Korean Grammar Classes for Beginners in China
저자
발행기관
학술지명
권호사항
발행연도
2024
작성언어
-주제어
KDC
700
자료형태
학술저널
수록면
325-402(78쪽)
제공처
The purpose of this study is to clarify the function of learner's L1 use as a teaching language in Korean beginner grammar class and to discuss the use of learner's L1. A discourse analysis was conducted on beginner Korean grammar classes targeting co-lingual learners, and the use of the L1 of four teachers was analyzed to reveal the specific function of the use of the L1. Then, by synthesizing the content of the discourse analysis with the perception survey of teachers and learners, the use of the learner's L1 as a teaching language in the beginner grammar class was proposed, specifying the existing discussion on the use of the L1 as a teaching language.
Existing studies have presented a comprehensive conclusion that the use of the target language is important, but that learners' L1, when used appropriately, is helpful in learning a foreign language. Currently, further discussions are needed on how to properly use the mother language under what conditions, which this study focuses on. Unlike Korean language classes in Korea that claim to be target language-centered, those in China are characterized by active use of their L1 as a teaching language. This is an educational environment that can provide meaningful educational implications for the use of L1. Therefore, this study set the research topic of using L1 as a teaching language in beginner Korean grammar classes in China.
In the discourse analysis stage, through class discourse analysis and frequency analysis based on AS-unit, the function of learner's mother language use in beginner grammar class was classified into information provision function, activity organization and implementation function, emotional communication function, and 10 sub-detailed functions. The four teachers used the information provision function with functions such as presenting grammatical meaning through metalanguage, presenting the context of use of grammar and vocabulary, presenting linguistic and cultural knowledge, translating vocabulary and example sentences, and providing corrective feedback. In addition, activity organization and implementation functions were used as functions such as directing and progressing class activities, questioning, answering, and inducing learners' output. Emotional communication functions were used as functions of reducing learners' anxiety, promoting and motivating learning, and revitalizing the class atmosphere. Teachers actively used their L1 in various functions because of the limited Korean ability of beginner learners and the efficiency of using their L1 in teaching and learning situations targeting co-lingual learners.
Then, through interviews conducted with teachers and learners, the recognition of teachers and learners participating in the class was confirmed as follows. Teachers and learners commonly recognized that the use of L1 is necessary in elementary grammar classes, and the reason is mainly for efficient teaching through the help of L1 when understanding grammar and vocabulary, and emotional support such as interest in learning. In addition, teachers and learners commonly recognized that the L1 functions for explaining grammar and vocabulary, running classes and conducting activities. However, unlike teachers, there was a difference in that learners recognized the emotional communication function as a major function of using L1. In addition, both teachers and learners answered that the use of the L1 should be restricted as the level of learning increases, and that it is necessary to use the target language repeatedly instead of the L1 for the contents already learned.
Finally, by synthesizing the discourse analysis and interview results, the significance and limitations of using the L1 were clarified. Then, the situations in which the L1 would be appropriately used and the situation in which the L1 use would be limited were discussed. L1 is mainly used in the explanation of vocabulary and grammar of the target language and overall class operation. Since L1 is used at a high rate, it is necessary to use L1 in a planned manner according to the educational situation. This is why situations of whether to use L1 are discussed. In addition, it is also considered important in terms of use of L1 that more than teachers recognize, beginner learners valued the emotional communication function of their L1, which eases the burden of learning and promotes learning.
In this way, this study identified the function of using L1 in beginner Korean grammar classes in China and discussed the use of learners' L1 in beginner grammar classes based on teacher and learner recognition. While previous studies have studied the function of L1 use by quantitatively comparing the amount of utterance, or by examining teachers and learners' perceptions of their L1 use through a questionnaire method, this study was conducted in a class of four different teachers and found out the function of using the L1 by comparing and analyzing the patterns of use of the L1 through discourse analysis of the class, and the teacher-learner's perception of the class was combined with the content of the discourse analysis to discuss the use of the L1. In particular, this study did not comprehensively deal with the use of the L1 in Korean language education, but discussed the function and use of the L1 under the specific conditions of a beginner Korean class targeting the co-lingual language learners, making an expanded discussion beyond the existing research. In addition, in various classes targeting learners of various levels, the learner's L1 is actively used, especially in overseas Korean classes. This study, which studied the function of using the L1 under the condition of a beginner grammar class in China where the need for the L1 is relatively high and the use of the L1 is prominent, provides meaningful educational implications for the overseas Korean language education field where the L1 is actively used. This study can provide meaningful information and grounds for exploring ways to teach Korean using learners’ L1.
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