ScholarWorks@경상국립대학교

초록

This study aims to explore the critical issues that must be considered for the effective implementation of modality expression education in actual classroom settings. The researcher conducted a comprehensive literature review to develop learning activities focused on modality expressions. Next, the researcher requested prospective Korean language teachers to engage in the activities as learners. Furthermore, upon completing the activities, they asked these prospective teachers to critique the activities from both the learner and instructor perspectives. Analysis of the critique materials from the pre-service Korean language teachers revealed that they often held contrasting views on modality expression education, depending on whether they perceived themselves as instructors or learners. Based on the perceptions of these pre-service teachers, the study highlights three main issues: the balance between divergence and convergence, issues of hierarchy, and the roles of instructors, discussing each in detail. Similar discussions have occurred in literature and writing education within Korean language education. The study argues that, for the successful integration of modality expression education, the Korean language education community must continuously reach a consensus on values that form a dialectical relationship, such as diversity versus appropriateness and creativity versus conventionality.

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