카자흐스탄 중도 입국 중학교 학습자를 위한 학습 목적 한국어 교수 학습 실행 양상에 대한 질적 분석

Abstract

The purpose of this study is to find measures to improve Korean literacy for foreign-born middle-school immigrant students. Participatory Action Research (PAR) was conducted for about five months on a ninth-grade Kazakhstan-born immigrant student at an all girls middle school. Data were collected using participant observation, interviews, a performance log, and field notes and analyzed with a focus on the dimensions of reading, writing, listening, and speaking. The results of this study are as follows. In terms of reading, no problem was found in communication, but it needs reading-aloud practices and reading strategies focused on context-based comprehension. As for writing, there was a strong tendency to avoid it. As to listening and speaking, the process of listening and understanding was slow; the participant often avoided speaking. The improvement of pronunciation accuracy through reading textbooks and learning background knowledge helped the student be confident and participate in class. Positive changes were found in academic literacy through emotional support, individual/customized education, and continuous guidance on language function of the research subjects.