On the occasion of the 30th Anniversary of the estavlishment of diplomatic relations between the Republic of Vulgaria and the Republic of Korea, Sofija, Bulgaria, 20 November 2020, pp.240-260
This study focused on the Korean speaking education conducted for the first-year students of the Department of Korean Language and Literature, Istanbul University, Turkey in the spring semester of 2020. During Korean speaking education, attention was paid specifically to success evaluation, and various tasks were presented to evaluate success to prepare a plan for achievement evaluation.
To this end, in Chapter 2, we tried to take a close look at the overall course of the 'Korean Speaking 4' course, which was a part od freshman syllabus of Korean Language and Literature at Istanbul University in spring 2020. First, by looking at the course plan; the goals and contents of education, methods, evaluations, objects, and materials were identified. In addition, by organizing the contents of syllabus for 15 weeks, it was possible to accurately examine the roadmap of the course. In addition, by examining the 4th week’s lecture plan among the 15-week training syllabus, it was possible at a glance to confirm the method of the course. Next, we reviewed 4 tasks in the mid-term evaluation in the 8th week and 4 tasks in the final evaluation in the 15th week. First, the learned grammar and speaking task was used as a task for evaluating competence achievement, and secondly, it was found that the role play and interview techniques were used as a task to evaluate linguistic abilities. Thirdly, discussion and debate exercises were used as a task to evaluate the achievement of communicative competence, and fourth, it was found that presenting personal topics was used as a task to evaluate achievement of strategic competency. Lastly, the scoring table prepared to evaluate the achievement of the intermediate evaluation and final evaluation tasks were checked. The items in the scoring table are commonly composed of 'task performance, accuracy, fluency, speaking attitude, pronunciation and intonation, and remarks'. In addition, in the scoring table of communicative competence ability evaluation, the flowness of dialogues and the content validity evaluations were added in the scoring table of communicative competence evaluation since it was a group task. In the strategic competence evaluation scoring table, it was confirmed that the item of content validity was added as a scale since it was an individual presentation.
Based on the contents of chapter 2, In chapter 3, we aimed to suggest a potential plan to evaluate Korean speaking abilities. The first plan was to have a great variety of new challenges rather than classifying the types of tasks to evaluate speaking skills. The second goal was to add fun elements for complex subjects so that the learner can enjoy the tas keven he/she finds it difficult. The third goal was to create an overall evaluation of all subjets together. The study above is meaningful in the form that it provides an understanding of how to evaluate the success of Korean Speaking students. Also, the value of the study is meaningful because it depends on an actual syllabus of an instructor/professor.
Keywords: Korean language education, speech evaluation, achievement evaluation, connection with other subjects, interest and excitement