JOURNAL BROWSE
Search
Advanced SearchSearch Tips
A Convergence Strategy of Improving Korean Speaking Skills through Memorizing Whole Sentence and Pair Works
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
A Convergence Strategy of Improving Korean Speaking Skills through Memorizing Whole Sentence and Pair Works
Ryu, Ja-Mi; Oh, Seong-Rok;
  PDF(new window)
 Abstract
This paper is aimed at finding whether foreign students` Korean speaking skills can be increased or not through memorizing whole Korean sentences and pair works. First, the advance studies on the effects of this teaching method were surveyed. Second, the activity of this study was mainly pair works with foreign students, so how to do this activity was described. This activity was intended to help each other with keeping study and correcting errors while drilling in class. Thanks to this convergence teaching approach the students` frequency of target language, the Korean language was dramatically increased, and their motivation and energy were brought from this activity. They have to do communications with each other because each pair was made of one Chinese and one Vietnamese. They have no choice but to use Korean in communication. Finally, the questionnaire and interviews also showed that almost all of the students were satisfied with this convergence teaching approach.
 Keywords
convergence;communication;drilling;memorizing;pair work;whole sentences;
 Language
Korean
 Cited by
 References
1.
Reigeluth, C. M, "Instructional-design theories and models: An overview of their current status". Hillsdale, NJ: Lawrence Erlbaum, 1983.

2.
Jae-Bok Kim, Yong-Eu Song, Ki-Ok Yun (translated), Bruce Joyce, MarshaWeil "Teaching Types", Seoul: Hyeongseong Publisher, 1987.

3.
Seong-Rok Oh, Ja-Mi Ryu, "A Study on KSL A Teaching Strategy through Reading Fairy Tales: Using ESL and Schema Theory", English Language and Literature Vol. 18, No. 3, pp. 169-190, 2013.

4.
In-Hee Hwang, "The Effects of Memorizing Whole Sentences on English Listening Ability and Affective Domain for Middle School Students", In-Ha U. English Education Graduate School, MA, 2010.

5.
Ji-Yun Woo, "The Effects of Memorizing Whole Sentences on English Ability and Affective Domain", English Education Graduate School of Yonsei University, MA, 2013.

6.
William James, "Principles of Psychology, Henry Holt and Company", New York. pp. 104-115, 1890.

7.
James L. Mcgaugh, "Memory and Emotion", (co-translated by So-Hyeon Park, Moon-Soo Kim). Seoul: Sigmapress, 2012.

8.
Oh-Hyun Kwon, "A Study of Efficiency through Repetition Study from Each Type", Graduate School of Mathematics Education Koomin U., MA, 2005.

9.
Kyeong-Lan Kim, "A Memorizing Model of Effective English Study" Education Graduate School of Dankook U., MA, 2010.

10.
Ja-Won Lee, "Memorization - When & How", Language and Literature Collection of Treaties, Koomin U., MA, 1994.

11.
Myoung-Jin Jeong, "Improving English by MemorizingSentences", English Education Graduate School of Kongju National University, MA, 2004.

12.
Tony Buzan, "Use your Memory" (Translated by Bong-Jung Kweon), Seoul: Businessmap, 2010.

13.
Byung-ho Noh, "Error Analysis of Chinese Learners of the Korean Language: Focus on Analysis of Vocabulary", Journal of the Korea Convergence Society, Vol. 6, No. 5, pp. 131-142, 2015.

14.
Ian Ayres, "Carrots & Sticks", Seoul, pp. 177-179, 2011.

15.
Su-Ja Kang, "L2 Learners' Communication Strategies: A Data Convergence Analysis", Journal of the Korea Convergence Society, Vol. 6, No. 6, pp. 263-270, 2015. crossref(new window)

16.
Yun-Joo Kim, Yoon-Young Kim, Song-Mi Lee, "The Relationships among Self-Esteem, Satisfaction with Major, Career Identity and University life adjustment of University Students in the Department of Children's English Education", Journal of digital Convergence, Vol. 13, No. 9, pp. 39-47, 2015.