중국인 학습자를 위한 한국어 읽기 교육 방법 연구

A Study on Methods of Teaching Reading in the Korean Language for Chinese Speakers

This study proposes a method in teaching reading in the Korean language to Chinese speakers based on the pre-reading, while-reading, and post-reading model(citation) and further presents an exemplary organized lesson based on the model itself. The three-step model used in this study is used to reflect learners information processing and comprehension skills, which have been well-documented based on the information processing and schema theories to be effective in learning to read in a foreign language. The main purpose of this study was to enhance existing teacher-centered, grammar-based, and comprehension skills-oriented methods of teaching reading in China. It is hypothesized in this study that the three-step reading model will yield significant benefits in reducing the amount of teacher-centered direct instruction within the classrooms and motivate learners by increasing their interests and attitudes toward reading in a foreign language. It is additionally hypothesized that through the increase of motivation to learn, learners will become more active participants during reading lessons. In order to test the hypotheses proposed in this study, the model was administered with the following objectives: a) the pre-reading stage focused on developing learners schema through exercises such as brainstorming; b) the while-reading stage transitioned learners to take a closer look at the context and content of the target reading material; and finally, c) the post-reading stage facilitated learners to incorporate learned reading skills in other areas of language learning. It is also suggested in this study that the choice of reading material is also very important in reducing learners cultural and intellectual levels of anxiety and developing learners schema. Therefore, it is recommended that Korean reading educators utilize reading materials that are pertinent to and stimulates the learners background knowledge. For instance, in the case of Chinese learners, Chinese historical texts, essays, novels, and fiction.