The purpose of this study is to suggest the necessity of a writing auxiliary textbook of 2012 KSL Standard Korean Textbook, issued by the National Korean Language Research Center for Elementary school students who learn Korean as a second language. Th...
The purpose of this study is to suggest the necessity of a writing auxiliary textbook of 2012 KSL Standard Korean Textbook, issued by the National Korean Language Research Center for Elementary school students who learn Korean as a second language. This has been proceeded with the analysis of the textbook, considering how much it is reflected on it, that the contents of the writing proficiency standard of 2012 KSL curriculum and with the Focused Group Interview of KSL teachers to know whether they are satisfied with it to teach the KSL students in writing. Based on the result, it is proposed a syllabus for the auxiliary writing textbook and designed a sample unit thereof in this research.
Per the result of KSL Standard textbook analysis, in writing, BICS area of that reflects the contents of the writing proficiency standard directly or indirectly. In case of the indirect reflection, the contents of the writing standard of the curriculum were applied to the standard textbook in the manner of meaning extended or added. CALP area of that, in writing, provides tasks such as simple vocabulary check or connecting pictures with proper words, etc. There was no information about how to compose a writing to show special nature of each subject. In the meantime, the task difficulty exceeds the expectations of the 2012 curriculum in that the learners in the beginner level are requested to write in free more often than those who are in the middle level. The types of text in the standard book shows lack of variety by treating mainly expository writing, whereas the 2012 curriculum asks text diversity for the writing materials. The tasks do not come up with authenticity and the social interaction of students therein.
Per the results of analysis of KSL teachers’ interview, KSL teachers are not satisfied with the textbook, excepting the virtue of it as a guideline of what to teach in view of subject matter and the contents. Regarding the design of the writing task, KSL students are expected to carry out free-writing right after controlled writing without a bridge, even in the first level. Considering the students’ age and level of Korean proficiency, the textbook lacks of text diversity and interesting activities, such as games, songs, and chants, etc., which may lead students to self oriented studying. In addition, the writing area of the textbook gave an impression as a part of assessment or winding up the skills learned through the unit, which is in use of difficult expressions for the task without considering the students' level of proficiency and so such expressions become a bigger task for students by themselves.
In light of the above, it is requested that a writing auxiliary textbook be provided with an appropriate task in terms of texts and activities with proper writing exemplar based on the students' level, considering a specific and/or methodical step for writing study required from the beginning, and under the reality that the textbook is the one main material for students and teachers at present.
The syllabus design for writing in the auxiliary textbook is grounded on the result of this study and the aims and contents therefor are based on the textbook. Subjects and texts for the auxiliary textbook are chosen for 18 weeks learning and arranged in a matrix with activities containing social interaction and games, etc. A unit, as an example for the syllabus, is composed of and provided with herein.
Key word: 2012 KSL Curriculum and the writing proficiency standard, the KSL Standard Textbook 1 & 2 for elementary school, Analysis of Textbook, Teachers' Satisfaction, the auxiliary textbook for writing area of KSL Standard textbook, a design of syllabus, a construction of unit