In this article, the author presents the technology of organizing classes in Korean as a second foreign language based on the method of station rotation teaching. According to the method, the class is divided into independent groups with independent learning paths, information sources, and assessment. As a result, students take responsibility for their own learning. The research objective was to substantiate and provide methodological support for the process of teaching Korean grammar based on the technology of training stations. The list of research methods included interview, testing, and observation. The experiment featured students who studied Korean as a second foreign language at the East Kazakhstan University. The article describes the learning path and provides sample tasks for each stage. The effectiveness was tested using some diagnostic tools and five-point scale evaluation criteria developed by the author. The experiment considered some specifics of teaching Korean grammar to Russian-speaking students. For instance, the Korean language knows a variety of ways to express a goal with further specification; it is impossible to explain grammatical forms by translating them into Russian; grammatical forms of indirect speech are based on subordinate citation, etc. The assessment showed definite positive results in the development of grammatical skills. The method of station rotation teaching proved effective in teaching Korean grammar to university students and self-acquisition of grammatical knowledge.
grammar skills, the Korean language, foreign language teacher training, station rotation teaching, second foreign language, autonomous learning
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