HALLYU AND KFL LEARNERS ATTITUDES Kyoun Kyoungrok rok Ko o IN - - PowerPoint PPT Presentation
HALLYU AND KFL LEARNERS ATTITUDES Kyoun Kyoungrok rok Ko o IN CANADIAN POST- University of Toronto Youngmi Youngmi Cho ho Catholic University of Korea SECONDARY SETTING CONTENTS Background of the Study Literature Review Research
Kyoun Kyoungrok rok Ko
Youngmi Youngmi Cho ho
Catholic University of Korea
Background of the Study Literature Review Research Methods Results and Discussion Implications for KFL Classes
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Proliferation of Proliferation of Hallyu Hallyu and It’s Impa and It’s Impact on Korean Language Education ct on Korean Language Education
장소원-안경화(2006), 최주열(2006), 강승혜(2008), 김경숙-라혜민(2011)
Hallyu Hallyu as Korean Language Learning Motivation s Korean Language Learning Motivation
일본(남상영, 2009; 박성연, 2005), 중국(박소진, 2013; 이병환, 2005), 싱가포르(Chan & Chi, 2010), 대만(곽추문, 2008), 터키(괵셀 퇴르쾨쥬, 2007), 남미(민원정, 2011), 북미(이아롱, 2014)
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한류 영향지역 분포도 (KOTRA, 2011)
association with commitment to learning Korean among college students in Canada?
Hallyu according to their cultural or linguistic backgrounds?
toward Hallyu and their commitment to learning Korean?
an University
39-item Web-based Questionnaire 39-item Web-based Questionnaire Part I (5) : Background Information Part II (4) : Korean Language Learning Experience Part III (30) : Attitudes toward Korean Popular Culture K-Pop (10), K-Drama (10), K-Film (10)
( - ) I feel marginalized when my Korean teacher and classmates talk about K-pop in the class.
Content Validity: Content Validity:
Established by two current KFL/KSL teachers
Reliability : Reliability :
Pilot-tested with 9 KSL learners in a university in Korea
) K-Pop items = .78 K-Drama items = .92 K-Film Items = .72
Comparison of Early-late Respondents: t-test ( p>.05)
Hallyu Hallyu Indexes (Min: 1.0, ndexes (Min: 1.0, Max 6.0) Max 6.0)
K-Pop Index: Mean score of 10 statements on attitudes toward K-Pop
K-Drama Index: Mean score of 10 statements on attitudes toward K- Drama
K-Film Index: Mean score of 10 statements on attitudes toward K-Film
Comprehensive Hallyu Index: ndex: Mean score of 30 statements on attitudes toward Korean popular culture
N Minimum Maximum Mean Std. Deviation Comprehensive Index 89 2.13 5.43 3.8165 .80403 KPOP Index 89 1.30 5.80 4.0708 1.15416 KDRAMA Index 89 1.30 6.00 3.5596 1.22379 KFILM Index 89 1.40 5.60 3.8191 .93649 Valid N (listwise) 89
w/ K-POP w/ DRAMA w/ FILM Comprehensive Index Pearson Correlation .740** .886** .506**
.000 .000 .000 KPOP Index Pearson Correlation 1 .560**
.000 .594 DRAMA Index Pearson Correlation 1 .285**
.007
Canada 42 China 22 Hong Kong 5 USA 4 Other 18
BIRTH PLACES BIRTH PLACES
Philippines 3 India 2, Pakistan 2, Malaysia 2, Russia 2, UK 2 Taiwan 1, Japan 1, Mexico 1, Chile 1, Iran 1 English 37 Chinese 36 Other 16
NATIVE NATIVE LANGUAGE LANGUAGES
Filipino 2, Russian 2, Urdu 2, Spanish 2 Vietnamese 2, Polish 1, Japanese 1, Marathi 1, Tibetan 1, Somali 1, Farsi 1
4 4.3 3.9 3.9 3.6 3.8 3.3 3.8 1 2 3 4 5 6 Comprehensive K-Pop Drama Film
Hallyu Hallyu Index ndex
Asian (43) Non-Asian (46)
w/ Residency in Canada Comprehensiv e Pearson Correlation
.044 K-POP Pearson Correlation
.019 DRAMA Pearson Correlation
.007 FILM Pearson Correlation .128
.234
w/ Length of Study Comprehensive Pearson Correlation
.121 K-POP Pearson Correlation
.001
DRAMA Pearson Correlation
.052
FILM Pearson Correlation
.266*
.012
1st Yr 31 2nd Yr 31 3rd Yr 18 4th Yr 9
2 2.5 3 3.5 4 4.5 1st Yr 2nd Yr 3rd Yr 4th Yr
Hallyu Hallyu Index ndex Highest Level Highest Level COMPR. FILM K-POP DRAMA
rs = .112 rs = -.147 rs = -.149 rs = -.227*, p<.05
5 10 15 20 25 30 35
미인지 인지단계 계획단계 응시준비 응시완료
Number of Number of Leaners Leaners
4th Yr
19 32 28 6 4
1 1.5 2 2.5 3 3.5 4 4.5 5 5.5
미인지 인지단계 계획단계 응시준비 응시완료
Hallyu Hallyu Index ndex COMPR. FILM K-POP DRAMA
rs = .380** P<.001 rs = -.044 rs = -.126 rs = -.206
Language, 48% Pop Culture, 35% Requirement, 7% Career, 8% Family, 2%
17.6 16.2 30.3 11.3 16 5 10 15 20 25 30 35
Language (43) Pop Culture (31) Career (7) Requirement (6) Family (2)
Months Learning Motivation
Length of Korean Learning
LEARNING MOTIVATION Total Language Pop Culture Requireme nt Career Family TOPIK 미인지 8 8 1 2 19 인지단계 14 12 4 2 32 계획단계 17 10 1 28 응시준비 3 1 2 6 응시완료 1 3 4 Total 43 31 6 7 2 89
V =.358, Chi-Square Value = 45.72 (P< .001)
3.75 4.16 3.23 3.38 3.2 3.88 4.82 3.8 2.61 2.5 3.4 4.05 2.78 2.89 4.05 3.96 3.6 3.12 4.64 3.05 2 2.5 3 3.5 4 4.5 5
Language Language Pop Culture Pop Culture Requirement equirement Career Career Family Family Hallyu Hallyu Index ndex COMPR. K-POP DRAMA FILM
popular culture, K-pop in particular, less committed to learning Korean and drop out at lower levels? What can we do to retain those learners in higher levels?
interested in pop culture) motivated in lower levels where pop culture lovers are dominant? What kinds of pedagogies are convincing to those students?
lingual and multicultural learners?
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참고문헌(일부)
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곽추문(2008), 대만에서의 한국어교육 현황과 문제점 - 한류와의 관계를 중심으로-, 이중언어학 37, 이중언어학회, 1-23. 괵셀 튀르쾨쥬(2007), 터키에서의 한류와 한국어 교육 현황, 한국언어문화학 4(1), 국제한국언어문화학회, 19-33. 권재현ㆍ권기환(2012), 외국인에 대한 한국어 교육은 한류 관광 동기에 영향을 미치는가?, 한국항공경영학회지, 10(4), 207-225. 김경미(2006), 한류로 인한 문화적 친근감이 한국어 학습 효과에 미친 영향 연구 TV 드라마를 이용한 일본인 학습자를 중심 으로-, 서강대학교 석사학위 논문. 이병환(2005), 중국 대학생의 “한류” 인식 실태와 그 의미, 중등교육연구 53(3), 경북대학교 사범대학부속 중등교육연구소, 141-163. 이희경(2006), 학습자 요구 분석을 통한 일본 대학생의 한국어 학습과 한류, 한국언어문화학 3(1), 국제한국언어문화학회. 25-151. 장미라ㆍ김지형(2012), 문화 기반 초급 온라인 한국어교육 콘텐츠의 교수요목 설계 및 단원 구성 방안 연구, 국어학 116, 한 국어문학 회, 103-130. 정혜경ㆍ윤석임ㆍ강미옥(2007), 『한류의 수용과 한국어 교육 - 일본ㆍ중국 편』, 박이정. 조병철ㆍ심희철(2013), K-POP 한류의 성공요인분석과 한류 지속화 방안연구, 한국콘텐츠학회논문지 13(5), 한국콘텐츠학 회, 90-102. 조영미(2012), 한국어 몰입교육 프로그램 연구- 미 국무성 주관 National Security Language Initiative for Youth 참가 청소년 이해를 중심으로, 이중언어학 49, 이중언어학회, 347-379. Chan & Chi(2010). A Study of the Learning Goals of University Students of Korean as a Foreign Language, Electronic Journal of Foreign Language Teaching, Vol. 7, pp. 125-140. Elasmar, M.(2003). The Impact of International Television: A Paradigm Shift. Lawrence Erlbaum Associates, Inc.