In this study, I have been seeking vocabulary teaching methods to develop the multicultural families' children's learning ability in middle school. Koreans have lived as one united nation with one united culture for a long time. In this case, traditionally, Korean language education means education for native speakers.
However, linguistic, cultural, and racial diversity has been rapidly spreading in schools. Therefore, the role of Korean education in the multicultural age should be expanded in the areas of KSL(Korean as a second language) or KFL(Korean as a foreign language)
The students whose mother tongue is Koean naturally acquire basic vocabulary in every day life. Also, it is possible for them to guess the meaning of words from context or situations. However, a lot of studies have shown that ; multicultural families' children don't have enough Korean lexicon competence because they have grown up in the situations where there is not frequent enough exposure for various vocabulary. Futhermore, intended vocabulary teaching is necessary for multicultural families' children, whose language situation is worse in the written language than the spoken language to reduce their accumulated learning gap and develop their learning ability.
In this study, I will research this with two purposes. First, I will analyze the vocabulary in Korean text books which are used for multicultural families' children who have entered middle school. Second, I will make a list of learning vocabulary and useful methods to be used as basic materials for learning.
In chapter 1, I have confirmed that the multicultural families' children's language ability is worse than that of Korean mother tongue students. Then I have looked at the necessity that the education of L1 and L2 should be fulfilled at the same time for their special education needs.
In chapter 2, I have classified vocabulary into vocabulary of learning activities, and vocabulary of learning content, and then I have mainly studied the character and concept of vocabulary. Then I have briefly analyzed the characteristics of learning vocabulary which comes from section and achievement level in Revised Korean Subject Curriculum.
In chapter 3, after surveying the vocabulary which are printed in 15kind and 30 volume 2009 Revised Korean Subject Curriculum as syntactic word unit, I have reconstituted the vocabulary through content words.( noun, verb, adjective, adverb) And then I have abstracted and classified vocabulary of learning activities, which appears jointly in the learning activities in reading & writing section, as achievement standards
In chapter 4, I have briefly introduced methods with which students can use classified vocabulary of learning activities by using the text and word family.
In chapter 5, I have summarized the contents, arranged them and added suggestions.
I think the result of this study is meaningful as basic material to diagnose low level students' vocabulary as well as multicultural families 'children's learning ability in middle school.
I have not covered all the vocabulary in the text books because of the vast quantity of text materials. Instead I limited this study to vocabulary of learning activities in the speaking and writing sections. To complement the limit in the process of this study, although I couldn't help borrowing teachers' professional opinions, I tried to secure objectivity.
In the following study, it will be necessary to classify the list of vocabulary in the text book into genre, section, and grade and to provide the list of vocabulary in sections.