일상적 문제 상황을 해결하기 위한 말하기 교육 방안 연구

Abstract

In this paper, I attempted to suggest conversation content and a teaching method necessary for Chinese people which learn the Korean language for the first time in the daily speaking situation. In order to do so, I conducted a study as follows: First, in chapter Ⅱ, I reviewed problem situations. In the first interviews, there were 11 situations where interviewees were having a difficulty in a daily speaking environment. I extracted 6 out of the 11 situations, under where learners faced the most and had the most variables. Then, via a survey, I checked out the detailed situation which most of the interviewees were having a difficulty. As a result of analyzing the text in paragraph 2, I found that 5 problem situations excluding “Doing Part-time” were incorporated in the Korean textbooks which were being used a lot in China. In addition, I found that the typical conversations which are dealt with in the existing textbooks lack in reality and concreteness. In chapter Ⅲ, I analyzed on the factors of each problem situation and a strategy for resolving the problems. In paragraph 1, I divided the situations into 6 including “Asking a Direction,” “Ordering Food,” “Buying Products,” “Looking for a Room” and “Doing Part-time” and analyzed on factors, such as vocabulary, language use, information and culture, etc, under each situation. Among them, in the 4 factors: Asking a Direction, Ordering Food, Buying Products and Doing Part-time, there occurred a learner’s communication problem. In the meanwhile, in the case of “Looking for a Room” and “Hairstyling,” there was a communication problem in 3 factors excluding a cultural factor. Paragraph 2 suggests a simple solution strategy to the factors which a communication barrier occurred in each situation. Lastly, in chapter Ⅳ, suggested a detailed teaching method by type depending on a strategy. Paragraph 1 dealt with the teaching content by type by comparing the teaching content with 4 factors, such as vocabulary, language use, information and culture, which a learner results in a communication barrier. Paragraph 2 is about a teaching activity method based a conversation sentence suggested in paragraph 1.

|中韩建交以来，随着两国在经济、政治、文化等领域的频繁交流，中国国内学习韩国语的学生及想来韩国学习的学生也日益增加。不少学生在来韩国之前学习过韩国语，尽管这样，仍然有很多学生来韩国后因语言问题，在日常生活与人交往中遇到了很大的困难。 因此，旨在预防这种现象的发生，本文针对正在国内学习韩国语的学生，提出适当会话教学内容及方案。研究者首先在文中找出中国学生在学习韩国语的初期阶段中遇到困难的场景；其次分析学生们为什么虽在国内学习过韩国语，却在来到韩国后的某些日常生活场景当中，还是会发生沟通困难的原因；最后提出了教学内容及方案。 第二章中，针对日常生活中的问题场景进行了调查。首先，第1节中，通过采访调查推定出了日常生活中的11种问题场景。其次，研究者根据学生时常接触到的场景及具有很多变数的场景这两个标准，从以上11种场景中进一步筛选出6种问题场景。再次，通过对学习韩国语的学生们进行的问卷调查，确定了在这6种场景中大部分学生感觉到困难的更加细部的场面。第2节中，通过对教材的分析确定除了“打工”以外的其他5种问题场景，在中国国内广泛使用的韩国语教材中都有收录。此外，通过对教材的分析还得出一个结果：中国国内现有教材中所收录的带有典型性质的对话较缺乏现实性和具体性。 第三章中，首先针对各个问题场景进行了原因分析，其次又分别对各个问题场景提出了解决方案。第1节中从词汇、语用、资讯、文化等4个要素方面，分析“问路、点菜、购物、租房、打工”等6个场景中产生沟通障碍的原因。其中“问路、点菜、购物、打工”等4个场景在上述4个方面中都产生了与人沟通方面的障碍；而“租房”、“美发”场景在除去文化要素以外的其他3个要素中会产生与人沟通的障碍。第2节中分别根据各个场景中发生沟通障碍的原因概括地提出了解决方案。 第四章中，按照解决方案，分别提出了针对各个场景的教学方法。首先在第1节中，从引起学生沟通上障碍的“词汇、语用、资讯、文化”等4个要素方面，对6个场景的教学内容进行了组织设计。其次在第2节中，以既定教学内容为基础，展示了课堂活动模式。 综上，本文是通过分析在韩国的中国学生日常生活中所感到困难的场景，及发生沟通问题的原因，给正在国内学习韩国语的学生，提出合理的会话教学内容及方案的文章。虽然本文存在很多的不足之处，还是希望对从事韩国语教育的教师们能够起到一定的启发和帮助作用。