ScholarWorks@중앙대학교

초록

The purpose of this study is to analyze the differences and effects in speaking proficiency between extrovert and introvert classes, divided according to learner preferences, in Korean language speaking education for beginner-level Chinese learners of Korean. Initially, a pre-assessment of learners’ speaking proficiency was conducted. Then, using the MBTI, a well-structured yet easy to understand and widely used personality type assessment tool in education, learners’ personality types were measured. Based on this, classes were divided into ‘extrovert’ and ‘introvert’ groups. Customized education was implemented in the practice and activity stages of the speaking lessons, tailored to the tendencies of each group. Since the mid-1970s, there has been a trend towards individualized learning in learner-centered education. This study holds significance as it conducted different activities for learners with different tendencies and executed customized lessons. After the speaking lessons, an assessment of speaking proficiency was carried out to determine the effectiveness of the lessons, and verification was based on the assessment results. The verification results showed that both extrovert and introvert learners had higher achievement than traditional integrated classes. Extrovert learners showed a greater increase in speaking proficiency effects compared to introvert learners, and the speaking proficiency among introvert learners was more uniformly achieved. This confirmed that speaking lessons tailored to learners’ tendencies can enhance learner achievement in Korean speaking education.

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