Research Article
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Student Needs Analysis for Developing a Korean Textbook as a Second Foreign Language in Secondary Education

Year 2023, Volume: 6 Issue: 1, 142 - 157, 30.06.2023
https://doi.org/10.37999/udekad.1276673

Abstract

In this study, a needs analysis was conducted to be used for material development following the 6/2/2017 decision of the Council of Ministers, numbered 2017/9900, to permit the teaching and education of Korean as a second foreign language in formal and non-formal education institutions. A needs analysis involves the collection and analysis of a set of information from the population that will be trained to be used in the creation or development of an education and training curriculum. The needs analysis was returned by a total of 1185 participants from five types of high schools in 22 metropolitan municipalities. The aim of the survey’s implementation was to measure, through use of the seven-stage Likert scale, the participants’ motivation while learning Korean, the language skills they wanted to improve, the activities and types of material to be used during the language education process, and the topics that interest them. Evaluation of the results of the rankings revealed that the participants wanted to study Korean for reasons in relation to integrative motivation. In addition, it was seen that they wanted to improve their self-expression, speaking, and listening skills during the language learning process. It was concluded that interaction with the instructor is the primary activity that will enable the development of these skills, followed by group and pair work. The participants stated that they found topics of similar character to the type of motivation they preferred, such as friendship, travel, and hobby among the topics more interesting to them.

Supporting Institution

Academy of Korean Studies

Project Number

AKS-2021-R-035

Thanks

This research was supported by the 2021 Korean Studies Grant Program of the Academy of Korean Studies (AKS-2021-R-035).

References

  • Andi, K. ve Arafah, B. (2017). Using needs analysis to develop English teaching materials in initial speaking skills for Indonesian college students of English. The Turkish Online Journal of Design, Art and Communication (TOJDAC), Special Edition, 6, 419–436.
  • Ary, D., Jacobs, L. C. ve Sorensen, C. (2010). Introduction to Research in Education. Wadsworth, Cengage Learning.
  • Best, J. W. (1970). Research in Education. Englewood Cliffs, NJ: PrenticeHall. Inc.
  • Breen, M. ve Candlin, C. N. (1987). Which materials? A consumer’s and designer’s guide. ELT textbooks and materials: Problems in evaluation and development. ELT Documents, 126, 13–28.
  • Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. ERIC.
  • Cohen, L., Manion, L. ve Morrison, K. (2002). Research methods in education. routledge.
  • Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language teaching, 31(3), 117–135.
  • Douglas, H. ve Brown, L. (2001). Teaching by principles: An interactive approach to language pedagogy. P ED AUSTRALIA.
  • Dudley-Evans, T., St John, M. J. ve Saint John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge university press.
  • Edstrom, A. (2015). Triads in the L2 classroom: Interaction patterns and engagement during a collaborative task. System, 52, 26–37.
  • Hall, J. K. (2003). Classroom interaction and language learning. Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies, (44), 165–187.
  • Hutchinson, T. ve Waters, A. (1987). English for specific purposes. Cambridge university press.
  • Jenks, C. J. ve Seedhouse, P. (2015). International perspectives on ELT classroom interaction. Springer.
  • Kang, S. (2003). Hangugo Kyoje Gebalil Wuihan Hagsibja Yogu Bunsok. Woigugoroso Hangugo Kyoyuk, 28, 251–286.
  • Kim, H. (2004). Woigugo Kyojae Kebalil Wuihan Hagsibjae Yogu Bunsog - Hangugo Hagsibjawa Yongo Hagsibja. Woigugorosoe Hangugokyoyug, 29, 1–38.
  • Kim, P. ve Essiz, D. (2021). Tokiin Hangugo Hagsibjae Guo Munbob Insik Yeongu. Banyoonomungwayongu, 57, 177–213.
  • Lukmani, Y. M. (1972). Motivation to learn and language proficiency. Language learning, 22(2), 261–273.
  • Min, H., Yun, Y., Gu, B., Min, B. ve Choi, E. (2014). Hangugo Gyoyukhak Sajon. 서울: Seoul National University. http://www.riss.kr/link?id=M13581017 adresinden erişildi.
  • Nunan, D. (1988). The learner-centred curriculum: A study in second language teaching. Cambridge Univ Pr.
  • Richards, J. C. (2001). Curriculum development in language teaching. Cambridge university press.
  • Robinson, P. C. (1991). ESP today: A practitioner’s guide. Prentice Hall.
  • Rubdy, R. (2003). Selection of materials. Developing materials for language teaching, 37–57.
  • Rustandi, A. ve Mubarok, A. H. (2017). An analysis of irf (initiation-response-feedback) on classroom interaction in efl speaking class. EduLite: Journal of English Education, Literature and Culture, 2(1), 239–250.
  • Seo, H.-S. ve Kim, T.-Y. (2011). Collaborative dialogues and L2 learning: Korean junior high school students’ pair-work in English composition. Applied Linguistics, 27(1), 343–378.
  • Songhori, M. H. (2008). Introduction to needs analysis. English for specific purposes world, 4(20), 1–25.
  • Storch, N. ve Aldosari, A. (2013). Pairing learners in pair work activity. Language teaching research, 17(1), 31–48.
  • Thoms, J. J. (2012). Classroom discourse in foreign language classrooms: A review of the literature. Foreign Language Annals, 45(1), 8–27.
  • Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Harvard university press.
  • Watanabe, Y. (2008). Peer–peer interaction between L2 learners of different proficiency levels: Their interactions and reflections. Canadian modern language review, 64(4), 605–635.
  • White Ronald, V. (1988). The ELT Curriculum Design. Innovation and Management. UK Blackwell.

Orta Öğretimde İkinci Yabancı Dil Olarak Korece Ders Kitabı Geliştirilmesi için Öğrenci Gereksinim Analizi

Year 2023, Volume: 6 Issue: 1, 142 - 157, 30.06.2023
https://doi.org/10.37999/udekad.1276673

Abstract

Bu çalışmada 6/2/2017 tarihli ve 2017/9900 sayılı Bakanlar Kurulu kararnamesi ile Korece’nin örgün ve yaygın eğitim kurumlarında ikinci yabancı dil olarak eğitim ve öğretiminin yapılması kararının ardından materyal geliştirilmesinde kullanılmak üzere gereksinim analizi yapılmıştır. Gereksinim analizi eğitim ve öğretim müfredatının oluşturulmasında ya da geliştirilmesinde kullanılmak üzere eğitim görecek evrenden bir dizi bilginin toplanarak analiz edilmesidir. Gerçekleştirilen gereksinim analizi 22 Büyükşehir belediyesinde yer alan beş tip liseden toplam 1185 katılımcıya uygulanmıştır. Uygulamanın amacı katılımcıların Koreceyi öğrenirken güdülendiği motivasyonu, geliştirmek istediği dil becerilerini, dil eğitimi esnasında katılabilecekleri etkinlikleri ya da kullanılacak materyal türünü ve ilgilerini çeken konu başlıklarını yedi aşamalı Likert ölçeği kullanarak sıraya koymaktır. Sıralamanın sonucunda katılımcıların Koreceyi bütünleştirici motivasyon doğrultusunda öğrenmek istedikleri açığa çıkarılırmıştır. Ayrıca dil öğrenim sürecinde kendini ifade edebilme, konuşma ve dinleme becerilerini geliştirmek istedikleri görülmektedir. Bu becerilerin geliştirilmesini sağlayacak etkinliklerin başında eğitmen ile etkileşimin geldiği, ardından grup ve ikili çalışmaların uygulanmasını tercih ettikleri sonucuna varılmıştır. Katılımcılar konu başlıkları arasından, tercih ettikleri motivasyon türü ile benzer karakterde olan arkadaşlık, seyahat, hobi gibi konuları daha ilgi çekici bulduklarını belirtmişlerdir.

Project Number

AKS-2021-R-035

References

  • Andi, K. ve Arafah, B. (2017). Using needs analysis to develop English teaching materials in initial speaking skills for Indonesian college students of English. The Turkish Online Journal of Design, Art and Communication (TOJDAC), Special Edition, 6, 419–436.
  • Ary, D., Jacobs, L. C. ve Sorensen, C. (2010). Introduction to Research in Education. Wadsworth, Cengage Learning.
  • Best, J. W. (1970). Research in Education. Englewood Cliffs, NJ: PrenticeHall. Inc.
  • Breen, M. ve Candlin, C. N. (1987). Which materials? A consumer’s and designer’s guide. ELT textbooks and materials: Problems in evaluation and development. ELT Documents, 126, 13–28.
  • Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. ERIC.
  • Cohen, L., Manion, L. ve Morrison, K. (2002). Research methods in education. routledge.
  • Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language teaching, 31(3), 117–135.
  • Douglas, H. ve Brown, L. (2001). Teaching by principles: An interactive approach to language pedagogy. P ED AUSTRALIA.
  • Dudley-Evans, T., St John, M. J. ve Saint John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge university press.
  • Edstrom, A. (2015). Triads in the L2 classroom: Interaction patterns and engagement during a collaborative task. System, 52, 26–37.
  • Hall, J. K. (2003). Classroom interaction and language learning. Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies, (44), 165–187.
  • Hutchinson, T. ve Waters, A. (1987). English for specific purposes. Cambridge university press.
  • Jenks, C. J. ve Seedhouse, P. (2015). International perspectives on ELT classroom interaction. Springer.
  • Kang, S. (2003). Hangugo Kyoje Gebalil Wuihan Hagsibja Yogu Bunsok. Woigugoroso Hangugo Kyoyuk, 28, 251–286.
  • Kim, H. (2004). Woigugo Kyojae Kebalil Wuihan Hagsibjae Yogu Bunsog - Hangugo Hagsibjawa Yongo Hagsibja. Woigugorosoe Hangugokyoyug, 29, 1–38.
  • Kim, P. ve Essiz, D. (2021). Tokiin Hangugo Hagsibjae Guo Munbob Insik Yeongu. Banyoonomungwayongu, 57, 177–213.
  • Lukmani, Y. M. (1972). Motivation to learn and language proficiency. Language learning, 22(2), 261–273.
  • Min, H., Yun, Y., Gu, B., Min, B. ve Choi, E. (2014). Hangugo Gyoyukhak Sajon. 서울: Seoul National University. http://www.riss.kr/link?id=M13581017 adresinden erişildi.
  • Nunan, D. (1988). The learner-centred curriculum: A study in second language teaching. Cambridge Univ Pr.
  • Richards, J. C. (2001). Curriculum development in language teaching. Cambridge university press.
  • Robinson, P. C. (1991). ESP today: A practitioner’s guide. Prentice Hall.
  • Rubdy, R. (2003). Selection of materials. Developing materials for language teaching, 37–57.
  • Rustandi, A. ve Mubarok, A. H. (2017). An analysis of irf (initiation-response-feedback) on classroom interaction in efl speaking class. EduLite: Journal of English Education, Literature and Culture, 2(1), 239–250.
  • Seo, H.-S. ve Kim, T.-Y. (2011). Collaborative dialogues and L2 learning: Korean junior high school students’ pair-work in English composition. Applied Linguistics, 27(1), 343–378.
  • Songhori, M. H. (2008). Introduction to needs analysis. English for specific purposes world, 4(20), 1–25.
  • Storch, N. ve Aldosari, A. (2013). Pairing learners in pair work activity. Language teaching research, 17(1), 31–48.
  • Thoms, J. J. (2012). Classroom discourse in foreign language classrooms: A review of the literature. Foreign Language Annals, 45(1), 8–27.
  • Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Harvard university press.
  • Watanabe, Y. (2008). Peer–peer interaction between L2 learners of different proficiency levels: Their interactions and reflections. Canadian modern language review, 64(4), 605–635.
  • White Ronald, V. (1988). The ELT Curriculum Design. Innovation and Management. UK Blackwell.
There are 30 citations in total.

Details

Primary Language Turkish
Subjects Language Studies
Journal Section Research Articles
Authors

Dursun Essız 0000-0002-9767-2780

Project Number AKS-2021-R-035
Early Pub Date June 30, 2023
Publication Date June 30, 2023
Submission Date April 4, 2023
Acceptance Date May 18, 2023
Published in Issue Year 2023 Volume: 6 Issue: 1

Cite

APA Essız, D. (2023). Orta Öğretimde İkinci Yabancı Dil Olarak Korece Ders Kitabı Geliştirilmesi için Öğrenci Gereksinim Analizi. Uluslararası Dil Edebiyat Ve Kültür Araştırmaları Dergisi, 6(1), 142-157. https://doi.org/10.37999/udekad.1276673

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