한국어 교재에 나타난 학습 활동의 현황과 변천 과정 연구

A Study on the Present Condition and Change of the Learning Activities in Korean Language Textbooks

There are many differences between the Korean Textbooks of the past and the most recent Korean Language Education materials. While communicative language teaching and the integrative approach constitute the main current, more recent texts emphasize learning activities which focus on the learner. In this study, and through the analysis of the Korean textbooks, learning activities are arranged into 4 basic categories. First, ‘exercises’ － in which repeated practice (usually in the form of substitution drills) was used (usually referred to as the audio-lingual method) has been changed to ‘activity’. The substitution drill practice presented a relatively passive repetition activity that was weak in developing learner’s practical communication abilities. The need to use active and original ‘activities’ in the latest learning exercises focused on the learner. Second, the ‘after-learning activity’ was changed to ‘combined learning activity’. The latest learning activities are intensifying and practicing the ‘before/during/after’ aspects of the teaching-learning process. Third, current trends emphasize the four language skills － speaking․listening․reading․writing. Forth, changing the learning activity from ‘self-practice’ to a ‘reciprocal learning activity’ done in pairs or groups is appearing frequently promotes actual verbal interaction and therefore practical communication. On this basis, the purpose of the learning activity should be presented clearly, and the frame of the possible learning activity should be presented as a concrete process. Finally, and if the learning activity relates to cultural aspects of the language, it should attract the interest of the learners in order to create as memorable an activity as possible.