Akademik Veri Yönetim Sistemi
Globalization in Korea, cilt.1, ss.1-17, 2020 (Hakemli Dergi)
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.