ScholarWorks@숙명여자대학교

초록

The undergraduate foreign language course mainly focuses on cultivating the communication ability through a foreign language, and the proficiency is deemed to be acquired when learners can understand the different linguistic signs of a foreign language in a way they use and decipher their first language. Thus, the undergraduate courses are mostly designed based on the contrastive linguistics, which encourages learners to just focus on finding the vocabulary that corresponds to the meaning of the original language to get across the same meaning. However, such pedagogy rather limits progress of learners once they reached a certain level since how they construct the meaning and communicate with foreign language is always affected by the syntax and the thinking structure of their mother language. This produces literal translation that looks so awkward for native speakers and fails to deliver the exact nuance and meaning. To overcome this limitation, I have applied the ‘deverbalization’ pedagogy to my Business Chinese Reading Lesson and encouraged the learners to utilize the foreign language learned through 'deverbalization' training. In this study, I investigated whether this learning method contributes to the improvement of the ‘affective factors’ of language acquisition in undergraduate Chinese reading classes. In order to understand the performance of the deverbalization method, I used a quantitative research method that conducts pre- and post-survey on the population. A questionnaire survey was conducted on 23 Chinese learners at the beginning and the end of the semester. The collected data are subjected to a corresponding sample T-test at spss 23. The study produced statistically significant results in the reading attitude and especially, a significant improvement in self-efficacy.

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