학습전략 교수에 대한 한국어교사의 인식과 교육 현황

The Current Situation and Recognition of Korean Language Teachers on Guidance of Learning Strategies

This thesisaims to identify the recognition of Korean language teachers onthe guidance of learning strategies and review the learningstrategy guidance situation in Korean language classes. A surveywas carried out to Korean language education institutions inuniversities within Seoul; the replies of a total of 136 respondentswere analyzed. The questionnaire comprised 8 questions for theteacher's learning strategy guidance and 41 questions asking thestatus of learning strategy guidance. Korean language teachersbelieved that the learning strategy guidance has a positive effecton the improvement of Korean language capabilities and thatactive guidance is required. However, they replied that this isdifficult to reflect into the classes as a result of insufficienteducation materials and knowledge about concrete teachingmethods. The teachers are actively performing strategical guidancein reading, listening, vocabulary and grammar classes; it turnedout that the strategic guidance in speaking and writing areinsufficient. In addition, the metacognitive strategy guidance wasvery insufficient. The strategic guidance of teacher is mainlycarried out through implicit methods; explicit strategy usageexercises, learner's self-assessment on strategy usage etc. did nottake place. As a conclusion, there is insufficient systematicaleducation design for guidance of learning strategies in Korean classes. Therefore, an explicit strategy guidance class includingexplanation on strategy and utilization practices is required so thatthe learner can learn and use the learning strategy; the course ofself-assessment on one's own strategy usage must be included. Inaddition, metacognitive strategies should be actively guided toinduce the student into becoming a self-directed learner. (EwhaWomans University)