Thematische Bibliographien / Korean language – self-instruction

Auswahl der wissenschaftlichen Literatur zum Thema „Korean language – self-instruction“

Autor: Grafiati

Veröffentlicht am 27. Juli 2024

Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Korean language – self-instruction"

Turner, Jean, und Audrey Gutierrez. „Pronunciation Training Needs for Chinese and Korean Interpreters-in-Training“. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 20, Nr. 3 (Dezember 2013): 90–100. http://dx.doi.org/10.1044/cds20.3.90.

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Professional interpreters working in the English-Korean and English-Chinese combinations work in both directions; they render spoken Korean/Chinese into English and spoken English into Korean/Chinese. Graduate programs in Interpretation Studies (IS) have proliferated in Korea and China and admission to programs in these countries and the United States is competitive; pronunciation accuracy is expected. However, some students fear their speech lacks the desired degree of fluency or accuracy, or they worry that the pressure of interpreting will degrade their pronunciation. Pronunciation instruction addressing the concerns of these advanced language learners should build both their confidence and substantial skills. In this article, we present the findings of an initial needs assessment. Interview data from 9 IS professors suggest that little systematic pronunciation instruction is currently provided, though individual students receive self-study direction. Interview and survey data from 3 IS graduates and 22 Korean and Chinese IS students reveal that their early language study included both intuitive-imitative and analytic-linguistic pronunciation techniques. In the final section of this article we synthesize the findings and propose practices from second language pedagogy and speech therapy that could be incorporated into pronunciation training addressing the specific needs of these language professionals.

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Cho, Hana, und Jung Ah Choi. „An action research on Home-School Linked Korean Language Education Using Smartphone Apps for Overseas-Residing Young Children“. Korean Association For Learner-Centered Curriculum And Instruction 23, Nr. 23 (15.12.2023): 619–40. http://dx.doi.org/10.22251/jlcci.2023.23.23.619.

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Objectives The purpose was to explore the changes experienced by parents and young children residing overseas through examining the execution process of Korean language education with a focus on smartphone app uti-lization and fostering home-school connections. Methods Following Elliot's (1991) action research model, a 15-week Korean language education program was conducted for ten preschoolers and their parents at a Korean school in City B, State A, USA. Data were collected through observations of children's behavior and language during class, parent-child interactions, teacher-parent conferences, peer teacher workshops, and Korean language proficiency assessments. Results In the first implementation, ‘Korean language education centered daily routines for young children’ and ‘home-school linked education encouraging parental participation through smartphone apps’ were conducted. The second implementation focused on ‘one-on-one support-based Korean language instruction’ and ‘intensive home-school linked education using portfolios’. Through these processes, the children progressed from ‘increased interest in Korean’ to ‘formation of confidence and improvement in Korean language ability’, while parents devel-oped ‘trust in Korean language schools’ and eventually ‘experienced the benefits of active participation in Korean language education’. Conclusions Korean language education for overseas-residing young children can facilitate emotional develop-ment, including improved self-confidence and self-identity formation, not only enhancing Korean language profi-ciency but also when communication and participation frequency with parents through home-school collabo-rations are increased.

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Jang, Dongyeop, Tae-Rim Yun, Choong-Yeol Lee, Young-Kyu Kwon und Chang-Eop Kim. „GPT-4 can pass the Korean National Licensing Examination for Korean Medicine Doctors“. PLOS Digital Health 2, Nr. 12 (15.12.2023): e0000416. http://dx.doi.org/10.1371/journal.pdig.0000416.

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Traditional Korean medicine (TKM) emphasizes individualized diagnosis and treatment. This uniqueness makes AI modeling difficult due to limited data and implicit processes. Large language models (LLMs) have demonstrated impressive medical inference, even without advanced training in medical texts. This study assessed the capabilities of GPT-4 in TKM, using the Korean National Licensing Examination for Korean Medicine Doctors (K-NLEKMD) as a benchmark. The K-NLEKMD, administered by a national organization, encompasses 12 major subjects in TKM. GPT-4 answered 340 questions from the 2022 K-NLEKMD. We optimized prompts with Chinese-term annotation, English translation for questions and instruction, exam-optimized instruction, and self-consistency. GPT-4 with optimized prompts achieved 66.18% accuracy, surpassing both the examination’s average pass mark of 60% and the 40% minimum for each subject. The gradual introduction of language-related prompts and prompting techniques enhanced the accuracy from 51.82% to its maximum accuracy. GPT-4 showed low accuracy in subjects including public health & medicine-related law, internal medicine (2), and acupuncture medicine which are highly localized in Korea and TKM. The model’s accuracy was lower for questions requiring TKM-specialized knowledge than those that did not. It exhibited higher accuracy in diagnosis-based and recall-based questions than in intervention-based questions. A significant positive correlation was observed between the consistency and accuracy of GPT-4’s responses. This study unveils both the potential and challenges of applying LLMs to TKM. These findings underline the potential of LLMs like GPT-4 in culturally adapted medicine, especially TKM, for tasks such as clinical assistance, medical education, and research. But they also point towards the necessity for the development of methods to mitigate cultural bias inherent in large language models and validate their efficacy in real-world clinical settings.

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Cho, Youngsang, John Franzese und Jungmin Lim. „Korean University Students’ Experiences and Beliefs about Medium of Instruction in English Speaking Classes“. Korean Association of General Education 17, Nr. 2 (30.04.2023): 129–48. http://dx.doi.org/10.46392/kjge.2023.17.2.129.

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The purpose of this study is to further understand Korean university students’ perception of using English as a primary medium of instruction in English speaking classes, along with their beliefs about what language would prove the most beneficial as a medium of instruction. This study aims to present the beliefs that students hold about which language(s) should be employed and for what reasons, as well as whether these beliefs vary depending on the students’ language proficiency. This research was based on the responses given by students after having direct experience participating in English speaking classes taught in English.</br>This study used a survey questionnaire as the primary source of data which contained multiple choice questions, a Likert-scale, and open-ended questions. Data was collected from a total of 135 predominantly first-year Korean university students who self-reported as being at the beginner and intermediate-levels. A combination of quantitative and qualitative approaches were used to analyze the data. Descriptive statistics and a series of independent sample t-tests were used for the multiple choice questions and Likert-scale questions and content analysis applied to open-ended questions.</br>Data analysis revealed that students had positive experiences in English speaking classes taught in English. The advantages of the English-only classes included the English-rich environment, improved familiarity with English, a positive emotional response, increased attentiveness to English, and most importantly, improvement in English proficiency. At the same time, students also reported difficulties in understanding lectures and instructions and in communicating with their teachers in English. They coped by using various strategies, such as machine translators and by asking their teachers questions. However, beginner-level students were more self-reliant while intermediate-level students used a balanced use of self-sufficiency and human resources. Regarding their beliefs about what language should be used as the medium of instruction, both beginner and intermediate students believed that English should remain the primary language used in class with a moderate use of L1 being suggested. Specifically, students agreed that L1 may provide benefits in academic, affective, and managerial domains. However, beginner-level students found using L1 to be more advantageous than intermediate-level students.</br>The findings of this study suggest employing an English medium of instruction across varying English proficiency levels in English speaking classes and discusses various methods that might be considered by teachers when employing an English medium of instruction, one of which would be allowing for the use of the students’ L1 to a moderate extent under certain circumstances.

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Almusharaf, Norah, Daniel Bailey und Hugo Rodrigue. „Investigating Engineering Instructor Characteristics Associated with English Medium Instruction and Their Influence on Intrinsic Motivation“. Sustainability 15, Nr. 2 (05.01.2023): 973. http://dx.doi.org/10.3390/su15020973.

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This study explores how instructors view the current state of English medium instruction (EMI) in terms of the existence of EMI engineering courses, how EMI influences instructor motivations, and how motivation constructs influence the intrinsic motivation to teach EMI courses. Explanatory variables regarding intrinsic motivations included the use of the Korean language (L1) when teaching EMI courses, EMI teacher self-efficacy, EMI teacher anxiety, and perceived student benefits for English acquisition when attending EMI courses. The influence of demographic variables (i.e., age, teaching experience, experience living overseas, and second-language proficiency) on intrinsic motivation was also identified. Ultimately, a cross-sectional research design was conducted with a group of 54 engineering professors at a South Korean university. Mean score and correlation analyses provided an initial view of the data. Multiple linear regression analysis was used to determine the explanatory variables’ influence on the intrinsic motivation to teach EMI courses. Several significant relationships in the model were identified. The results showed that the surveyed professors have high self-efficacy in teaching EMI courses, which corresponds with low anxiety levels. Furthermore, the professors reported the frequent and varied strategic use of their first language, L1 (i.e., Korean), when teaching EMI courses. Generally, professors with low self-efficacy in their English will use their own language (L1) more frequently than their more confident counterparts. Self-efficacy, anxiety, and the perceived benefits for students were significant predictors of their intrinsic motivation to teach EMI courses. The pedagogical implications are briefly discussed, and methods for preparing the EMI course instructors are recommended.

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Yoon, Hye Min, Kaylen Bond und Daniel R. Walter. „Concept-Based Language Instruction Effects for Second and Heritage Language Learners: The Case of Korean Speech Level“. Heritage Language Journal 20, Nr. 1 (22.08.2023): 1–34. http://dx.doi.org/10.1163/15507076-bja10018.

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Abstract Concept-Based Language Instruction (C-BLI) has been shown to be an effective approach for teaching second language (L2) learners complex grammatical features. However, it is unclear whether C-BLI is equally effective for heritage language (HL) learners. 30 L2 and 27 HL learners of Korean completed a series of tasks designed in a pre-intervention-post-test model that focused on speech level through verbal morphology of honorific second-person address forms. The positive change seen in self-reported understanding of speech level from pre- to post-test in both groups was not significantly different, indicating equal self-reported gains in understanding, regardless of group. However, the qualitative analysis showed differences in the ways that L2 and HL learners verbalized their understanding and appropriateness judgments of speech level. The findings provide evidence that HL learners benefit equally in overall growth, although slightly differently in how they develop, from C-BLI.

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Oh, Sang-suk. „A Project-Based Curriculum for an Advanced Korean Class: Teaching Korean in the Post-modern Era“. Korean Language in America 17, Special Issue 2012 (01.01.2012): 128–48. http://dx.doi.org/10.2307/42922362.

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ABSTRACT This paper discusses specific benefits of the project-based curriculum in advanced Korean classes. A theoretical background is presented, and some actual cases of project-based curriculum in upper-level college Korean classes are demonstrated through a discussion of course design and students' self-evaluation of their own learning within the curriculum. For theoretical discussion, the historical background and various definitions of project-based instruction (PBI) are presented. Advantages and challenges of the PBI approach in second (or foreign) language classes are also explored. For case studies of PBI, the course syllabus, course design, and content of fourteen actual individual projects are introduced. In the main part of this paper, student feedback on PBI classes is analyzed in order to assess the advantages of PBI. An analysis of students' own assessments of their learning processes in PBI classes reveals that PBI classes have very positive elements, including the ability to help students improve their various learning skills, deepen their knowledge of content, and improve their language skills.

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Han, Kyung-Im, und Hyekyeng Kim. „AN INVESTIGATION INTO THE GAP BETWEEN KOREAN UNIVERSITY STUDENTS’ GRAMMATICAL AWARENESS AND PERCEPTION“. Indonesian Journal of Applied Linguistics 7, Nr. 1 (31.05.2017): 117. http://dx.doi.org/10.17509/ijal.v7i1.6864.

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Despite the consistent emphasis on grammar instruction in English classrooms in South Korea, studies regarding grammar instruction have not yet been extensively conducted. The present study aims to discover the gap between learners’ grammatical awareness and their perception of major grammatical items. A total of 60 EFL learners from two local universities in South Korea participated in the study and were divided into two groups, a high-level and a low-level group. A set of tests was utilized to examine learners’ grammatical awareness and their perception of six major grammatical items—tense, prepositions, articles, voices, morphology, and vocabulary. The results demonstrated that there was a significant difference in the scores of tense, article, and voice for grammatical awareness between the high-level and the low-level group. Also, both groups scored high for the category of voice while they received low scores for vocabulary and morphology. In addition, they showed a significant difference in the scores for the perceived difficulty of articles and voice. The high-level group perceived voice as the most difficult, whereas the low-level group perceived articles as the most difficult. These findings demonstrate a gap between the learners’ grammar awareness and perception and highlight a need to design an individualized curriculum for the effectiveness of teaching as well as self-initiated studying.

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Lee, Yong-Jik, Robert O. Davis und Yue Li. „International Graduate Students’ Experiences of English as a Medium of Instruction (EMI) Courses in a Korean University“. International Journal of Learning, Teaching and Educational Research 20, Nr. 9 (30.09.2021): 38–51. http://dx.doi.org/10.26803/ijlter.20.9.3.

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Owing to to the internalization of higher education, many universities in East Asia provide English as a medium of instruction (EMI) courses for international students. However, previous studies may not have strategically explored the perception of EMI courses for graduate programmes. Recognizing the gap in the literature, this study specifically focused on international graduate students' experiences of EMI courses in a Korean university. By implementing a mixed-method design, this study explored English language learnes’ (ELLs) perceptions of EMI courses regarding i) ELLs’ opinions on the effectiveness of EMI courses, ii) ELLs' attitudes towards EMI, and iii) their self-evaluation of English language ability. Data collection consisted of an end of the semester survey (n=70) and focus group interviews (n=9). The study results showed that i) ELLs showed positive attitudes towards EMI courses; ii) they perceived that the faculty's teaching methods are the core element to EMI course effectiveness; iii) their listening and reading skills were enhanced, and iv) ELLs with low English proficiency found EMI courses challenging to follow. Based on these results, several pedagogical implications are discussed regarding how to implement EMI courses effectively for diverse international students in ELT.

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Bücher zum Thema "Korean language – self-instruction"

Giuseppina, De Nicola, und Lee Sang-Suk, Hrsg. Korean language for beginners. Irvine, CA: Seoul Selection U.S.A., Inc., 2016.

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Vincent, Mark. Teach yourself Korean. Chicago, IL: McGraw-Hill, 2003.

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Lee, Jeyseon. Beginner's Korean with 2 audio CDs. New York: Hippocrene Books, 2007.

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Shin, Sunjeong. Build your Korean vocabulary. New York: McGraw-Hill, 2011.

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Yŏnʾguso, Sŏul Taehakkyo Ŏhak, Hrsg. Hanʾgugŏ =: Korean. Sŏul Tʻŭkpyŏlsi: Munjin Midiŏ, 1993.

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Yŏnʾguso, Sŏul Taehakkyo Ŏhak, Hrsg. Hanʾgugŏ =: Korean. Sŏul Tʻŭkpyŏlsi: Taehan Minʾguk Munhwabu, 1992.

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Sungmyŏng Yŏja Taehakkyo. Han'gugŏ Kyojae Wiwŏnhoe. Aha! Han'gugŏ: A-ha! Korean. Sŏul T'ŭkpyŏlsi: Kyŏngmunsa, 2011.

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Lee, Sang Oak. Korean through English =: Hanʼgugŏ. 4. Aufl. Elizabeth, N.J: Hollym, 2005.

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Lee, Sang Oak. Korean through English =: Hanʼgugŏ. 4. Aufl. Elizabeth, N.J: Hollym, 2005.

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Lee, Sang Oak. Korean through English =: Hanʼgugŏ. 4. Aufl. Elizabeth, N.J: Hollym, 2005.

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Buchteile zum Thema "Korean language – self-instruction"

Tran, Thi Minh, Thi Ha Pham und Hang Thi Diem Ngo. „Teaching Vietnamese as an Additional Language: A Case Study from Explicit Pragmatic Instruction to Intercultural Approach“. In Vietnamese Language, Education and Change In and Outside Vietnam, 53–82. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-9093-1_4.

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AbstractThis chapter presents a case study on teaching Vietnamese as a foreign language, aiming to enhance students' deep understanding of both their native language and the target language while addressing individual language preferences and complexities. It focuses on teaching Vietnamese compliments and responses to Korean students in a higher education setting in Vietnam, employing an explicit pragmatic and intercultural approach. Bridging the gap between cultural norms and learners' language, this study emphasizes the importance of cultural understanding for effective communication and interpersonal relations. The lesson plan, informed by pragmatic investigation, fosters intercultural competence, encourages self-expression, and boosts learners' confidence in social interactions. Overall, it offers a practical pedagogical framework for empowering learners in the classroom.

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