한국어 교육에서 담화표지를 사용한 발표지도 방안 연구 = (The) study on the teaching method of the presentation by discourse markers on the Korean language education

다국어 초록 (Multilingual Abstract)

The purpose of the study is that teaching methods used by discourse markers prepare for increasing Korean for academic purposes learners' presentation skills. Presentation is hard both foreigners and native speakers. Moreover, students who just get into universities have a lot of problems because they do not achieve organized presentation skills. In fact, the students drop out their schools or get troubles to graduate schools. The solution of this problems is specific education for learners for academic purposes.
The study is that Korean learners in universities can adapt easily for presentation classes. Discourse markers which is the necessary aspects of great speakers are useful for Korean leaners. Discourse markers is a sort of language tool which intentionally intervenes in effective speaking training. These discourse markers is followed by order of presentation and development structure of discourse. These two things are basic aspects of successful presentation. In addition, learners should be exposured situations of speaking using by discourse markers.
Therefore, "chapter 1" have purpose of study, preceding study, and method of study. "Chapter 2" explain concepts, functions, and materials of discourse markers; and also, concepts, functions, and materials of presentations. "Chapter 3" show tables of guidance discourse markers; and based on the tables, the chapter draw up plans how to indicate directions to Korean leaners. "Chapter 4" compose 4 orders of examples based on concepts of "Chapter 3"
Guidance of presentations are important to have confidence by learners' training; therefore, 4 orders examples are effective. These examples follow by orders, and progress on special classes with instructors' abilities. In other words, preliminary education is effective to learners who have ahead college admission.
The purpose of Korean study is going to specific. So that, educational tools adjust with requests of learners. Therefore, people who study Korean ought to arrange not using discourse markers, but increasing methods of speaking skills.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구목적 1
• 1.2. 선행연구 2
• 1.3. 연구방법 6
• 2. 담화표지와 발표의 특징 7
• 2.1. 담화표지의 특징 7
• 2.1.1.담화표지의 개념과 기능 7
• 2.1.2.담화표지의 유형 10
• 2.2. 발표의 특징 16
• 2.2.1. 발표의 개념 16
• 2.2.2.발표의 유형과 구조 19
• 3. 담화표지를 활용한 발표지도의 설계 23
• 3.1. 담화표지의 선정 23
• 3.2. 지도의 방법과 원리 32
• 4. 담화표지를 활용한 발표지도의 실제 41
• 4.1. 담화표지 활용의 예시 41
• 4.2. 과제구성의 실제 45
• 5. 결론 61
• 참고문헌 63
• Abstract 66