This study aims to examine the teaching method using the evaluation criteria of Korean speaking. It proposes a class using rubrics to improve the speaking performance of Korean learners.
Chapter 1 explores the direction and necessity of this sutudy by reviewing previous studies on theaching methods, evaluation according to language proficiency, setting criteria for language evaluation, and their application.
Chapter 2 discusses the status of Korean language education. Accordingly, I examined the characteristics and status of the current achievement test. And I couducted a survey on Korean learners. I identified the learners' needs concerning teaching and speaking learning through the perception toward performing Korean language tasks.
Chapter 3 examines the teaching method of Korean speaking and evaluation criteria through previous studies, and based on this, a rubrics to be used in the Korea speaking class was produced. Objectivity was secured through a consultation process with frontline teachers to produce rubricss.
In Chapter 4, Korean speaking classes were conducted using the rubrics that was produced. I confirmed the efficacy of speaking classes using rubricss through a preliminary experiment and planned for this experiment.
In Chapter 5, I conducted an experiment using rubics to verify the effectiveness of Korean language classes. A speaking class using rubricss was conducted for level 5 learners, and the results socored by two teachers were analyzed.
In Chapter 6, I verified the effectiveness of Korean speaking classes using rubricss based on the results of the experiments in Chapter 5. This study described the sub-fators of the speaking ability required for performaning spoken tasks of Level 5 learners in the rubricss. By specifying this to the learnerss, they conducted monitoring through the speaking evaluation criteria before performing the speaking task. In addition, I confirmed that this resulted in the improvement of the learners' speaking ability.