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Zeitschriftenartikel zum Thema "Korean language – usage – study and teaching"
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Lee, Juyeon, Soyoung Park und Michael Heinz. „Exploring patterns of article use by advanced Korean learners of English and Spanish“. International Review of Applied Linguistics in Language Teaching 56, Nr. 1 (23.02.2018): 79–101. http://dx.doi.org/10.1515/iral-2018-0187.
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AbstractIt has been widely recognized in the field of second language acquisition that language learners tend to struggle with the acquisition of articles when their first languages (L1) do not have a similar linguistic system. Thus, various L1 effects on the usage of articles have been studied. In this context, the present study examined how the same L1 (i. e., Korean) would influence article usage in two different languages (i. e., English and Spanish). Specifically, advanced learners of English and advanced learners of Spanish performed a task of consecutive interpreting from Korean to English and Spanish, respectively, and their article usage patterns in English and Spanish were analyzed for comparison. The results show that both groups exhibited high levels of accuracy in the use of English and Spanish articles while major error types were article omission and article misuse, which can be partly attributed to L1 effects. As for differences, the participants in the English group tended to employ other determiners instead of articles, such as possessives, quantifiers, and demonstratives. In Spanish, the tendency to over-use definite articles was stronger than the English group. These differences may be related to certain consecutive interpreting strategies as well as differences in pedagogical approaches of teaching English and Spanish in Korea. Detailed patterns in the use of articles in English and Spanish are compared, and their implications are discussed.
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CHOI, Boseon. „Aspects of Korean Embedded Sentences Usage by International Students: Focusing on Noun Clauses in Spoken Language“. Korean Society of Culture and Convergence 45, Nr. 7 (31.07.2023): 57–70. http://dx.doi.org/10.33645/cnc.2023.07.45.07.57.
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This study examines the usage aspects of noun clauses in the spoken language of international students studying in Korea. Previous studies have focused on written materials and used grammaticality judgment tests, lacking natural language data. This study addresses these limitations and explores diverse language aspects in spoken discourse. Participants include 79 international students from Vietnam, China, Uzbekistan, Turkey, Mongolia, Japan, Taiwan, and Russia, engaging in natural conversations in small teams. As a result, a total of 2,634 sentences and 17,994 words were collected, and the usage aspects were examined by categorizing them into ‘-(으)ㅁ’, ‘-기’ and ‘-는 것’ noun clauses. The “-는 것” noun clauses appeared most frequently, and expressions reflecting spoken language characteristics were observed. The findings of this study suggest educational interventions for producing appropriate expressions in spoken and written language styles, and analyzing Korean language teaching materials for listing predicate verbs following noun clauses.
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Sang, Myungsik. „Methods of Teaching and Learning Korean History for Korean Learners: Focusing on the TV Documentary ‘History Channel e’“. Korean Society of Culture and Convergence 44, Nr. 10 (31.10.2022): 57–72. http://dx.doi.org/10.33645/cnc.2022.10.44.10.57.
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The purpose of this paper is to present a teaching and learning method using the historical documentary ‘History Channel e’ in order to effectively teach Korean history to Korean learners. This study was examined the importance of Korean history education for Korean learners and analyzed the research results. After examining the principles and methods of history education using documentaries, it was discussed how to use 'History Channel e' in Korean language education. ‘History Channel e' is worth using in history education for Korean learners, but it is effective to select and present some programs suitable for achieving Korean teaching and learning goals rather than using all contents, and 71 contents were selected and presented. One of them was developed and presented as a learner-centered and process-oriented teaching and learning method. Through the development of teaching and learning methods using 'History Channel e', it is expected that Korean history education for Korean learners will be effective. However, as it is still an early-stage discussion, it is important to continuously develop by reflecting various feedbacks through the actual usage in the classroom.
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Jung, Boo Kyung, und Gyu-Ho Shin. „Use of locative postposition-verb construction in Korean: analysis of L1-Korean corpora and L2-Korean textbooks“. Corpora 18, Nr. 1 (April 2023): 15–47. http://dx.doi.org/10.3366/cor.2023.0271.
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A usage-based account argues that the actual experience of language use greatly affects the course of language acquisition. On the basis of this premise, this study investigates how language textbooks, as a main input source for L2 learners, reflect the properties of a target language. We focus on a Korean locative postposition–verb construction, consisting of one of the three locative postpositions (– ey, – eyse and –( u) lo) and particular sets of verbs. For this purpose, we adopt representative L1 written/spoken corpora in Korean and two L2-Korean textbook corpora, and analysed three aspects of them: frequency of these postpositions and verbs, their association strength, and change in use of the construction’s components across the corpora. We find that ( i) verb types co-occurring with each postposition follow the Zipfian distribution in both datasets, ( ii) L1 corpora and L2 textbooks are inconsistent with their manifestation of postposition–verb associations within the construction, and ( iii) the two textbook types differ in verb use co-occurring with the postpositions. The implications of this study’s findings are discussed in terms of the acquisitional benefits of constructional frames and using corpora for L2 learning and teaching
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Sang Young, Park,, und McIver, Patrick. „Effectiveness of Korean Classical Novels’ Usage in an English as a Foreign Language Classroom“. World Journal of English Language 12, Nr. 1 (23.02.2022): 236. http://dx.doi.org/10.5430/wjel.v12n1p236.
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The current bilingual theories argue that the L2 language practices of bilingual students are derived from a single language repertoire and that enabling students to have access to their entire language repertoire can be an essential resource for further language development. Recent academic studies show that using students’ language repertoire, including L1 language in the target language classroom, increases their intrinsic motivation and improves fluency; however, many researchers still show skepticism regarding this teaching pedagogy. Therefore, this research validates that using L1 text improves students’ intrinsic motivation and fluency and increases curiosity about L2 culture while learning L2 language. In order to prove this, the study used three classical Korean novels written by Park Ji Won. The study included 98 students from intermediate and beginner speaking in an English as a Foreign Language (EFL) classes. A task-based assignment was given, and a questionnaire was used to ascertain the students’ opinions on the use of L1 text to improve motivation, fluency, and curiosity. This study reveals that EFL students can acquire a second language by learning about their traditions and culture, not just a practical and utilitarian text. In addition, this research proves that increasing curiosity and knowledge are integral components in language development, not only with the L1 text but also congruent with the L2 text, which is essential to acquiring the target language. The implication of this study emphasizes that not only L2 texts but also L1 texts are crucial for language development.
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Kang, Sujin, und Junghyun Lee. „A Study on the Selection of Neologism for Professionals and Learning in Advanced Korean: Focusing on the “social” Theme Field“. Korean Society of Culture and Convergence 44, Nr. 6 (30.06.2022): 23–43. http://dx.doi.org/10.33645/cnc.2022.6.44.6.23.
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The purpose of this study is to select and suggest neologism for teaching and learning for advanced Korean learners. For this purpose, 1,040 Neologisms in the topic area of “society” were extracted from the Newly-coined word sourcebook and analyzed how continuously they have been used for 10 years from 2009 to 2019 using the news big data analysis system BIGKINDS. Based on this analysis criteria of this study, 60 neologism were finally selected for teaching and learning. Furthermore, we analyzed the social factors that influenced these retention and the use cases. At the time, the group was divided into four categories: “neologism showing an increasing phase”, “neologism showing a decreasing phase”, “neologism showing high usage at a certain period” and “neologism that is used steadily”. This analysis is significant in that it extracted the neologism needed at the Korean language education field from the Newlycoined words sourcebook published by the prestigious National Institute of Korean Studies and analyzed examples sentence and social cause to supporting this. The Neologism proposed in this study can be used as basic materials in the field of education in that they are analyzed by finding and analyzing the background of the neologism and the possibility of future use.
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LIBRENJAK, Sara, Kristina KOCIJAN und Marijana JANJIĆ. „Improving Students' Language Performance Through Consistent Use of E-Learning: An Empirical Study in Japanese, Korean, Hindi and Sanskrit“. Acta Linguistica Asiatica 6, Nr. 2 (28.12.2016): 79–94. http://dx.doi.org/10.4312/ala.6.2.79-94.
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This paper describes the backing theories, methodology, and results of a two-semester long case study of the application of technology in teaching four Asian languages (Japanese, Korean, Hindi, and Sanskrit) to Croatian students. We have developed e-learning materials to follow the curriculum in Croatia and deployed them in Asian language classrooms. Students who agreed to participate in the study were tested before using the materials, and after each semester, and their progress was surveyed. In the case of Japanese students (N=53), we have thoroughly monitored their usage and compared the progress of students who have diligently studied vocabulary and grammar using our materials on Memrise, and those who have neglected their studies. This was measured through their scores on the Memrise, which shows the user's activity. Also, their progress was measured using standardized tests that were designed in such a manner to resemble Japanese Language Proficiency Test. We have found that frequent users progressed averagely 20,3% after each semester, while non-frequent users have progressed only 11,6%, proving this method to be related to stable and constant use of e-materials.
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Choi, Bumyong. „Collostructional Analysis of Korean Auxiliary Verbs -e twu- and -e noh-“. Korean Language in America 17, Special Issue 2012 (01.01.2012): 187–208. http://dx.doi.org/10.2307/42922365.
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ABSTRACT Focusing on the Korean auxiliary verb pair -e twu- and -e noh-, this study attempts to introduce a corpus analysis to detect the distinctiveness of two synonymous constructions. As the Korean verb twu- 'to put' and noh- 'to put' are considered synonymous, the corresponding auxiliary verb pair -e twu- and -e noh-also have been commonly assumed to be synonyms. In this study, the syntactic and semantic features of the Korean auxiliary verb pair -e twu- and -e noh are examined based on the actual usage in Korean corpus data. Using methods of distinctive collexeme analysis, two main questions are investigated: whether both auxiliary verbs can be used interchangeably as synonyms and what their distinctive features are. The results of the analysis provide three semantic groups of main verbs that attract to each auxiliary verb: verbs of preservation, cognitive activities and releasing for -e twu-; verbs of motion, dispersion and creation for -e noh-. Based on the semantic analysis of the co-occurred main verbs, this study argues that each auxiliary verb in question has its own distinctive semantic features; and that distinctive semantic features of main verbs are influential factors in choosing one particular auxiliary verb from two synonymous auxiliary verb constructions. This study also explored how the distinctive collexeme analysis could benefit to teaching two synonymous constructions and the potential of cognitive linguistic approaches on Korean language instructions. Based on the result of the case study, I suggested that the list of distinctive collexemes could provide a practical application in language instruction for the Korean auxiliary verb pair, which has similar semantic features.
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Choi, Bumyong. „Collostructional Analysis of Korean Auxiliary Verbs -e twu- and -e noh-“. Korean Language in America 17, Special Issue 2012 (01.01.2012): 187–208. http://dx.doi.org/10.2307/korelangamer.17.2012.0187.
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ABSTRACT Focusing on the Korean auxiliary verb pair -e twu- and -e noh-, this study attempts to introduce a corpus analysis to detect the distinctiveness of two synonymous constructions. As the Korean verb twu- 'to put' and noh- 'to put' are considered synonymous, the corresponding auxiliary verb pair -e twu- and -e noh-also have been commonly assumed to be synonyms. In this study, the syntactic and semantic features of the Korean auxiliary verb pair -e twu- and -e noh are examined based on the actual usage in Korean corpus data. Using methods of distinctive collexeme analysis, two main questions are investigated: whether both auxiliary verbs can be used interchangeably as synonyms and what their distinctive features are. The results of the analysis provide three semantic groups of main verbs that attract to each auxiliary verb: verbs of preservation, cognitive activities and releasing for -e twu-; verbs of motion, dispersion and creation for -e noh-. Based on the semantic analysis of the co-occurred main verbs, this study argues that each auxiliary verb in question has its own distinctive semantic features; and that distinctive semantic features of main verbs are influential factors in choosing one particular auxiliary verb from two synonymous auxiliary verb constructions. This study also explored how the distinctive collexeme analysis could benefit to teaching two synonymous constructions and the potential of cognitive linguistic approaches on Korean language instructions. Based on the result of the case study, I suggested that the list of distinctive collexemes could provide a practical application in language instruction for the Korean auxiliary verb pair, which has similar semantic features.
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CHOI, YOONSEO. „A COMPARATIVE RESEARCH A COMPLEX SENTENCE WITH TEMPORAL ADVERB CLAUSE OF MODERN MONGOLIAN, TURKISH, AND KOREAN LANGUAGES“. Korean Association for Mongolian Studies 73 (30.06.2023): 39–54. http://dx.doi.org/10.17292/kams.2023.73.39.
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Until now, comparative studies in the vocative of the two languages have been carried out in the context of simple sentences. However, in real life complex sentences are used more than simple sentences in spoken and written language. So, a complex sentence with adverbial clause of time has been specially considered on the example of the Mongolian language, that including complex sentences shows unique features of the vocative. If a complex sentence has two different subjects, it appears by nominative case in the clause sentence of Korean and Turkish; but it appears by vocative clause in the clause sentence of Mongolian; sometimes it appears by the zero subject. The main importance of this study is to clarify and explain this reason from the point of view of grammar and identity. When we do this, research, aimed to be as a language usage for bilingual students and to the teaching teachers. We have reviewed the special usage of the vocative in the three languages based on the imperative characteristic of the verb to be transitive. This characteristic is manifested in the subjective of complex sentences with an adverbial clause of time in the Mongolian language, but in the objective of simple sentences in the Turkish and Korean languages. This is due to the fact that is not the primary function of vocative case adjective to transitive verb and it is due to the fact that it serves as an auxiliary suffix that highlights the subject and intensifies the tone of speech. As seen from suffix of vocative in the three languages, it is necessary to learn to understand and use it in relation to human attitudes in addition to the rules of linguistics, that relates with both transitive or intransitive verb for to eliminate the prejudice that verb with suffix of vocative case is commands to only transitive verbs. We are considering that is possible, it can be explained by the characteristics of human attitudes and relationships that is not from the point of view of grammatical whether to get a vocative in subjective in the clause sentence of a complex sentences.
Dissertationen zum Thema "Korean language – usage – study and teaching"
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Shin, Seong-Chul School of Modern Language Studies UNSW. „High frequency errors in KFL and pedagogical strategies“. Awarded by:University of New South Wales. School of Modern Language Studies, 2006. http://handle.unsw.edu.au/1959.4/26162.
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The problematic areas of the teaching of Korean as a foreign language have been largely neglected in the past. Few studies combine the following three aspects: 1) an examination of learner Korean; 2) the provision of substantial linguistic and pedagogical explanations; and 3) the devising of teaching or learning strategies based on empirical evidence. By studying KFL learners and their language production, insights can be gained relating to the learning of KFL and instructors will be able to provide appropriate corrective measures. This study investigated errors produced by KFL learners, focusing primarily on high frequency orthographic, lexical and grammatical errors in written language production. The study attempts to identify key areas of difficulty in learning Korean, to investigate the possible cause of difficulties and to provide more adequate information for the teaching and learning of KFL. To this end the study uses two classes of textual data and employs both statistical and descriptive analyses. At an orthographic level the study has identified four main error categories: 1) mismatch in three series consonants, 2) mismatch in vowel sounds, 3) misuse of nasals and laterals, and 4) omission and addition of ???h???. Overall the cause of key error types correlates strongly with the differences in sound quality and sound patterns between Korean and English, with some intralingual features. At a lexical level, the study found nine types of errors including 1) semantic similarity, 2) lexical misselection and 3) overgeneralization. The findings suggest that learners have a great deal of difficulty in differentiating lexical items with similar meaning and in selecting words appropriate to particular contexts or situations. As for grammatical errors, the study identified the five most active error categories, which made up more than 80% of the total grammatical errors. An overwhelming majority of grammatical errors and case particle errors in particular were errors of substitution. Many high frequency grammatical errors had distinctive triggering factors such as particular types of verb and sentence construction. The findings of the study have several pedagogical implications. First, there are key common errors for English L1-KFL learners and these common errors need increased linguistic and pedagogical attention. Secondly, the results reinforce the need to pay more active attention to the usage of the main case particles, along with the triggering constructions causing substitutions. Thirdly, the findings suggest that different types of analysis should be done in order to facilitate a plausible description of the problematic KFL items. The study argues that despite being problematic, the items discussed in this thesis are learnable and worthy of being taught with explicit or intentional strategies and that there is a need for pedagogically effective and adequate instructional input to maximize the potential of the learner???s language development in Korean.
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Hong, Kyungsim. „Beliefs About Language Learning Strategy Use in an EFL Context: A Comparison Study of Monolingual Korean and Bilingual Korean-Chinese University Students“. Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5270/.
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This study compared strategy use and beliefs about language learning, and the relationship between beliefs and use reported by 428 monolingual Korean and 420 bilingual Korean-Chinese university students. This study also examined the influence of background variables (e.g., gender, self-rated English proficiency, and academic major) on learners' beliefs and strategy use. Data was collected using three questionnaires, the Strategy Inventory for Language Learning (SILL), the Beliefs about Language Learning Inventory (BALLI), and the Individual Background Questionnaire (IBQ). Data were analyzed using descriptive analyses, principal-component analyses, factor analyses, Pearson r correlation analyses, multivariate analysis of variance (MANOVA), and the Scheffé post-hoc test. Monolinguals reported using compensation strategies most, followed by cognitive, metacognitive, memory, social/practical practice, and affective strategies. Bilinguals preferred to use cognitive strategies most, followed by metacognitive and affective, compensation, memory, social, and independent practice strategies. Students from both groups reported low use of social and memory strategies. Despite a less favorable formal English education environment in the Korean-Chinese community and fewer English learning experiences, bilingual Korean-Chinese reported higher use of learning strategies, which indicates bilinguals' superior language learning abilities. Students from both groups had strong instrumental motivation for learning English. Bilinguals held stronger beliefs about the importance of formal learning and felt less fear of speaking English with native English speakers. Significant correlations between strategy and belief variables indicated differences in the impact of beliefs on strategy use for both groups. The result of the MANOVA revealed that bilingual humanities or engineering majors used more strategies and held stronger beliefs about formal learning. Proficiency level was positively correlated with strategy use for both groups. No gender effect on strategy use and beliefs was found. The assumption that differences in the learning experiences of the participants from two distinct geographical and socio-educational learning settings would influence the findings of this study was upheld.
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Sung, In Ja 1968. „A comparison of class activities led by teachers in English kindergarten : Korean children's attitudes“. Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99395.
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This study explores the issues related to the comparison of native English teachers and Korean English teachers, in the context of children's English education in a private language institute, Smarty English Institute, in Seoul, Korea. Specifically by analyzing class activities led by native and Korean English teachers as well as a full bilingual English teacher, I investigate the strengths and weaknesses of class activities led by English teachers whose first languages are different. I challenge the wide-spread notion in Korea that native English speakers are inherently better English teachers. I offer an holistic portrait of the activities in Kindergarten language classrooms in a private language institute in Korea from the diverse perspective of Korean teachers, parents, legislators, and administrators. I used participant observation of classrooms and interviews with teachers and children as the main tools of data collection. I examined the class activities in terms of the communicative interactions between teachers and children, the relevance of the class activities to the children's interest, and their authenticity. Based on this analysis of class activities, I also present recommendations for improved English education, particularly teacher education programs customized for the teachers' needs and their differing levels of English proficiency as well as more specialized curricula for native English teachers and Korean English teachers.
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Cho, Sookhee. „Judgment of countability of English nouns by Korean EFL learners“. Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1325994.
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The purpose of the present study was to investigate Korean EFL learners' judgments of countability of English nouns because a correct judgment of noun countability is a key factor for the appropriate use of English indefinite articles and noun phrases. To investigate the subjects' judgments of noun countability and how they are related to the use of English indefinite articles and noun phrases, fourteen hypotheses were set forth and four task types were designed.Participants were 115 Korean college EFL students and they were given four tasks: a task of judgment of countability of nouns in isolation OCT), a task of judgment of countability of nouns in context (JCC), a fill-in-the-blank task (FB), and an error correction task (EC).Overall the subjects showed a flexible notion of countability. There was a statistically significant difference between their performance of JCI and JCC. There was a positive relation between their judgments of countability in three contexts (isolation, context, and overall context) and their performance on the indefinite articles in FB.There was no relationship between their performance of JCC and OJC (overall judgment of countability) and the indefinite articles in EC.With respect to JCI, a statistically significant difference was found between the performance of the low and advanced learners and between the performance of the intermediate and advanced learners, but it was not found between the performance of the low and intermediate learners.In regard to JCC, no statistically significant difference was found between the performance of the low and intermediate learners and between the performance of the intermediate and advanced learners. A statistically significant difference was found only between the performance of the low and advanced learners.The participants performed better on the count use of concrete nouns than on the noncount use of concrete nouns, whereas they performed better on the noncount use of abstract nouns than on the count use of abstract nouns.There was an interaction between proficiency and the noncount use of concrete nouns, while no interaction was found between proficiency and the count use of abstract nouns.Department of English
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Wong, Man-ching Vanessa, und 黃玟靜. „The effect of phonological awareness on learning English as a second language: a study with Korean and Chinesesubjects“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B38710833.
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Lee, Jun-Yong. „Language learning strategies and tolerance of ambiguity of Korean midshipmen learning English as a foreign language“. Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115721.
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This study explores patterns of language learning strategies and the degree of tolerance of ambiguity of Korean Naval Academy midshipmen. The subjects, 377 midshipmen, were divided into three groups according to class, major, and proficiency, and the results were analyzed by group. The study also sought to find out relationships between motivation, attitude, language learning strategies, and tolerance of ambiguity. For the study, the Strategy Inventory Language Learning (SILL for ESL/EFL) developed by Oxford (1990a) and the Second Language Tolerance of Ambiguity Scale by Ely (1995) were used, along with items about motivation and attitude toward language learning.It was found that the language learning strategy mean and tolerance of ambiguity mean were not high overall. The proficiency levels showed significant mean differences: the high proficiency level students showed a significantly higher mean use of language learning strategies and tolerance of ambiguity than did the low and mid proficiency level students. With respect to class levels, there were no significant mean differences relating to language learning strategies. The seniors' mean of tolerance of ambiguity, however, was significantly higher than that of the other class levels. For major, there were no significant differences in the use of language learning strategies and tolerance of ambiguity. Correlations between tolerance of ambiguity and language learning strategies were significant and positive, although modest.The midshipmen's means of motivation and attitude were comparatively high. It was also found that while motivation showed a strong correlation with language learning strategies, attitude showed a strong correlation with tolerance of ambiguity. Through the analysis of six open questions, in addition, it confirmed that the Korean midshipmen generally did not use active strategies in learning English, although high proficiency level students used more than the mid or low proficiency ones.Department of English
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Ahn, Soonja. „Cognitive-affective outcomes of classroom writing activities in Korean English as a foreign language“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2434.
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This project addresses writing instruction by teaching journal writing, interactive writing, and poetry instruction to Koreans in the English-as-a-foreign language situation. Writing and indentity construction and writing conferences are also addressed. The curriculum is designed for EFL teachers in Korea at the target-teaching level grades 3-6.
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Lee, Heekyeong 1971. „A socio-cultural-historical analysis of six Korean students' experiences in L2 learning contexts : learner agency and symbolic power“. Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100643.
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This inquiry explores six Korean students' personal narratives about their living and learning experiences in their study abroad contexts. My goal is to examine the relationships between learner agency and symbolic power embedded in these six students' second language (L2) sociocultural contexts such as school, home and communities. The theoretical framework is derived primarily from Vygotskian sociocultural theory, Bakhtinian dialogic theory, and Bourdieuian critical approach to language practices. Drawing on an interpretive qualitative approach, I examine social, cultural, historical and political forces that influence the ways these students perceive, evaluate and negotiate their challenges and struggles in their social worlds. In a conventional approach to language studies, students are often seen as passive objects to be controlled by task instructions provided by classroom teachers. A growing number of L2 researchers challenge the artificial distinction between language learners and their social worlds. They emphasize that L2 learning should go far beyond mastery of vocabulary and syntax. However, over-simplified understanding of sociocultural influences on L2 practices can stereotype L2 students from the same cultural background assuming they share similar knowledge, beliefs and values. A reductionistic stance of culture has the danger of neglecting the complexity of L2 individuals' different voices and meaning-making processes. I argue that these L2 learners are far more complex than just 'ESL students' or 'non-native speakers'. I collected the participants' narratives for a six-month period primarily through open-ended interviews, including a variety of documentation such as samples of course work, personal notes, emails, and field notes. The analyses of the data suggests that although all six participants share certain commonalities such as being Korean and being educated in a Korean national educational system, they are quite diverse in the challenges they experience and types of symbolic power they perceive, evaluate and negotiate in their different social worlds. While engaging in various L2 literacy practices, they were consciously crossing different social spaces, taking different positionings, and negotiating among multiple beliefs, values and meanings about social relations of power. Their agency to negotiate the complex social relations of power manifests in the ways they invest in achieving different forms of capital, such as 'cheong' relationships as social capital and searching for meaning in life as spiritual capital. The data implies that L2 students are complex yet active social agents. Thus, these students' struggles in their L2 learning processes should be conceived as a complex process of exercising learner agency in their multiple social worlds, rather than be attributed only to cognitive capability or lack of motivation.
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Li, Bingying, und 李冰莹. „Initial error analysis of Korean fundamental Chinese learners = Hanguo chu ji Han yu xue xi zhe Han yu sheng mu pian wu yan jiu“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198863.
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Based on the Theory of Contrastive Analysis and Inter-language Theory, this paper investigates the common initial errors of Korean fundamental Chinese learners in different groups. The data were analyzed by listening to it and were described with IPA. 7 initial errors were found in this paper, such as a) errors of recognizing and pronouncing “b” and “p”; b) errors of “z/c/s” and “zh/ch/sh” c) errors in pronouncing “r” and so on.
In order to avoid contributing all the errors to the impact of first language transfer, the students were chosen with 3 different nationalities, including Korean, Pakistani and Brazilian. The participants are all at the same age without any experience of learning a third language. This research analyzed the errors’ reasons in terms of interlanguage transfer, intralingual transfer, students’ learning attitudes and the impact of target language. Softwares called Praat and Cooledit were used to analyze the data. The reasons were analyzed with the help of the format, burst and VOT of the spectrograms.
The results indicated that some errors made by all the students from different countries are due to the difficulties of the target language. As for these mistakes, even some native speakers may make them in their daily life. The reasons for these errors can be traced back to the target language itself, rather than relating them to the negative transfer of the first language. At last, some useful pedagogical recommendations were mentioned to facilitate the Chinese language education.
本文以对比分析理论与中介语理论为理论基础，以调查分析法为研究方法对 韩国初级汉语学习者的汉语声母偏误进行了分组对比研究。语音资料以由经过专 业训练的母语者听辨的方式进行统计，并得出韩国学生声母偏误共7 个，例如： 送气音与不送气音混淆；舌尖前音与舌尖后音混淆；舌尖后浊擦音闪音化，舌面 音尖音化等。
为了避开当前研究将偏误原因完全归结于母语负迁移的错误，笔者通过对比韩国、巴基斯坦、巴西三类同等水平、无第三外语、年龄相同的汉语学习者的不同偏误情况，对偏误产生原因进行了细致分析。本文从语际迁移、语内迁移、学习者学习态度和目的语语言本体角度；以Praat、Cooledit 等语音软件为分析手段；通过观察共振峰、冲直条、嗓音起始时间等元素来分析韩国初级汉语学习者声母偏误产生的原因。
经过分析，本文得出结论：即某些所有国家学生都出现发音偏误的声母，其自身都有相当的难度，母语学习者在学习的时候也会出现种种错误。这种情况下，偏误则是由目的语本身的难度等级影响而来。母语负迁移只是影响了学生声母偏误的形式。另外，笔者还针对韩国学生出现的不同偏误提出了针对性的教学方法，希望可以对对韩汉语声母教学方面有所启示。published_or_final_version
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Dyer, Sang-Eun K. „Investigating English literacy development of first grade Korean English language learners : a case study approach“. Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1343467.
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The primary purpose of this study was to investigate how first grade English Language Learners (ELL) develop their English literacy skills in an English-only classroom in the U.S. This case study included two Korean English learners in an elementary school who recently came to America. Several forms of data were collected through mainly qualitative methods, and additional informal assessments of reading levels in English and Korean languages were employed to elucidate the students' raw score changes over the five month study period.There were 18 weeks of classroom observation in the first grade classroom. The two Korean students were interviewed informally several times in their native language. Formal and structured interviews with the first grade teacher were conducted twice, once at the beginning and once at end of the study. Home surveys were administered twice to discover the students' home literacy environment. Throughout the study, the students' writing samples were collected both in English and in Korean. Constant comparison method was utilized in data analysis.Results of the study indicated that the two Korean English learners showed noticeable improvement in English literacy skills in many ways. Through the analysis of data, five factors influencing the children's literacy learning emerged, including teacher, ESL support, family, peers, and student factors. These factors were interrelated and they interacted in affecting the two students' English literacy development.These results and factors indicated that the two Korean English learners were affected by each factor differently based on their social context and individual characteristics. Additionally, each student showed improvement when there was concurrent interaction between his/her social context and individual effort. Each student's individual language background, proficiency of native language, and self-motivation in learning were crucial elements in enhancing their English literacy development.The present study illustrates the important factors in English learners' literacy development in the U.S. Several implications for the practice are suggested in order to foster successful school achievement of English Language Learners, an important issue since the number of English learners has dramatically increased in many classrooms in the U.S.Department of Elementary Education
Bücher zum Thema "Korean language – usage – study and teaching"
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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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(Korea), Kungnip Kugŏwŏn, Hrsg. Kungnip kugŏwŏn kanada chŏnhwa e murŏ poassŏyo. Sŏul T'ŭkpyŏlsi: Hyumŏn K'ŏlch'ŏ Arirang, 2014.
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Sim, Hye-ryŏng. Chung kodŭng haksaeng ŭl wihan p'yojun Han'gugŏ: Ŭisa sot'ong. Kyŏnggi-do: Mari Puksŭ, 2019.
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Pak, Herena. Han'gugŏ haksŭpcha rŭl wihan sahoejŏk sangho chagyong kwaje suŏp yŏn'gu. Sŏul-si: Yŏngnak, 2018.
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author, Ch'oe Han-sŏn, und Hong Sŏng-hŭi author, Hrsg. Urimal urigŭl: Taehaksaeng ŭl wihan siryong Kugŏ. Sŏul-si: Koyo Ach'im, 2016.
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Platts, Mary E. Language usage: Classroom activities for teaching intermediate grammar. Mansfield, Ohio: Opportunities for Learning, Inc., 1990.
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Vincent, Mark. Korean. London: Teach Yourself, 2003.
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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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Sohn, Ho-min. Topics in Korean language and linguistics. Seoul, Korea: Korea University Press, 2013.
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Vincent, Mark. Teach yourself Korean. Chicago, IL: McGraw-Hill, 2003.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Korean language – usage – study and teaching"
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Brown, Lucien. „Identity and honorifics use in Korean study abroad“. In Language Learning & Language Teaching, 269–98. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/lllt.37.11bro.
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Li, Qiong, und Naoko Taguchi. „Chapter 11. Usage-based approach to teaching L2 pragmatics“. In Language Learning & Language Teaching, 267–92. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.11liq.
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Adopting usage-based approaches, this study analysed second language L2 Chinese learners’ development of Chinese sentence final particles (SFPs) in two computer-mediated communication (CMC) conditions: CMC with and without instruction. The experimental condition provided opportunities to interact with native speakers via CMC and provided direct instruction on SFPs, while the control condition only offered opportunities to interact in CMC. Two L2 Chinese groups participated in the CMC with native speakers. This study examined whether the SFP use in the input coming from native speakers has any effect on L2 learners’ SFP output, and if so, how such effect compares between the two conditions. Results revealed a positive impact of SFP use in the experimental group but not in the control group.
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Lee, Hyo Sang. „Usage-Based Approach to Grammar in Korean Language Teaching and Learning“. In The Routledge Handbook of Korean as a Second Language, 386–413. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003034704-23.
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Krzosek, Jakub. „Semantic Compositionality of Compounds in the Cognitive and Construction Grammar Frameworks: A Comparative Study of Korean and Polish Compounds“. In Second Language Learning and Teaching, 293–311. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42734-4_18.
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An, Hyejin, und Shaofeng Li. „Chapter 6. The effects of planning type, working memory, and anxiety on L2 writing performance“. In Individual Differences and Task-Based Language Teaching, 161–95. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/tblt.16.06anh.
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This study explores (1) the effect of planning type on second language learners’ writing performance and (2) the role of working memory and anxiety in different types of planning. 48 Korean high school English as a foreign language learners participated in the study. Each learner composed a written narrative under one of the three planning conditions: pre-task planning, within-task planning, and no planning. The results showed that pre-task planning enhanced fluency, while within-task planning led to greater accuracy. Regarding the impact of individual difference factors, it was found that that working memory was a significant predictor of morphosyntactic accuracy of the pre-task planning group’s writing. Anxiety significantly predicted morphosyntactic accuracy across all planning conditions, and it was a significant predictor of the syntactic complexity of the essays written under the pre-task planning condition. Working memory and anxiety were not predictive of fluency and overall writing quality.
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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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Plötner, Kathleen. „Chapter 14. Construction grammar and foreign language learning (L3)“. In Constructional Approaches to Language, 375–404. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/cal.34.14plo.
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This paper focuses on predicative constructions with ser and have-constructions with tener in written language production of native German students studying Spanish as a third language (L3). First, I establish a common ground between a usage-based approach and construction grammar and then define so-called ‘construction learning’ in the teaching of a foreign language. Subsequently, the study investigates the use of tener (‘to have’) and ser (‘to be’), both irregular high-frequency verbs, in the third person singular and the constructional embedding of these two verbal forms in patterns like [N es ADJ] (Mi amigo es alto ‘my friend is tall’) and [ART N tiene ART N ADJ] (La chica tiene los ojos azules ‘the girl has blue eyes’) by 12- and 13-year-old and 15- and 16-year-old native German students. As a text type, the ‘description of the person’ was chosen – a text type which is already practiced in the first year of language learning and is therefore suitable for comparative corpus-based studies of different learner levels.
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Collentine, Karina, und Joseph Collentine. „Chapter 8. Promoting Spanish L2 pragmatic competence in a virtual environment“. In Innovative Approaches to Research in Hispanic Linguistics, 173–95. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/ihll.38.08col.
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Virtual Environments (VE) can mimic the myriad dimensions that native speakers take into account in authentic social interactions and are one of the instructional conditions (e.g., methodological approaches, learning affordances) that can be used to promote pragmatic competence. The present study employs big-data techniques to provide a parsimonious and quantifiable model of affordance usage in VEs fostering L2 Spanish learners’ pragmatic abilities. We employ data-reduction analyses to synthesize tracking data that recorded learners’ use of software features within consciousness-raising and structured-input, both involving task-based language teaching (TBLT). The analysis suggests that three macro variables can significantly classify different learning conditions: (i) movement through the VE, (ii) type of interaction with affordances providing input, (iii) time on task.
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Schmucker, Robin, Meng Xia, Amos Azaria und Tom Mitchell. „Ruffle &Riley: Insights from Designing and Evaluating a Large Language Model-Based Conversational Tutoring System“. In Lecture Notes in Computer Science, 75–90. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-64302-6_6.
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AbstractConversational tutoring systems (CTSs) offer learning experiences through interactions based on natural language. They are recognized for promoting cognitive engagement and improving learning outcomes, especially in reasoning tasks. Nonetheless, the cost associated with authoring CTS content is a major obstacle to widespread adoption and to research on effective instructional design. In this paper, we discuss and evaluate a novel type of CTS that leverages recent advances in large language models (LLMs) in two ways: First, the system enables AI-assisted content authoring by inducing an easily editable tutoring script automatically from a lesson text. Second, the system automates the script orchestration in a learning-by-teaching format via two LLM-based agents (Ruffle &Riley) acting as a student and a professor. The system allows for free-form conversations that follow the ITS-typical inner and outer loop structure. We evaluate Ruffle &Riley’s ability to support biology lessons in two between-subject online user studies ($$N = 200$$ N = 200 ) comparing the system to simpler QA chatbots and reading activity. Analyzing system usage patterns, pre/post-test scores and user experience surveys, we find that Ruffle &Riley users report high levels of engagement, understanding and perceive the offered support as helpful. Even though Ruffle &Riley users require more time to complete the activity, we did not find significant differences in short-term learning gains over the reading activity. Our system architecture and user study provide various insights for designers of future CTSs. We further open-source our system to support ongoing research on effective instructional design of LLM-based learning technologies.
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Sullivan, Karen, und Javier Valenzuela. „12. Comparing word sense distinctions with bilingual comparable corpora: A pilot study of adjectives in English and Spanish“. In Usage-Based Approaches to Language Acquisition and Language Teaching, herausgegeben von Jacqueline Evers-Vermeul und Elena Tribushinina. Berlin, Boston: De Gruyter, 2017. http://dx.doi.org/10.1515/9781501505492-013.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Korean language – usage – study and teaching"
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Qiu, Xue. „Study on Korean Language Teaching Evaluation Scheme Using Artificial Intelligence Technology“. In 2021 6th International Conference on Communication and Electronics Systems (ICCES). IEEE, 2021. http://dx.doi.org/10.1109/icces51350.2021.9489261.
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Thao, Nguyen Thi Ngoc. „A Corpus-Based Study: EFL College Students Using COCA to Improve Lexical Usage in Written Production“. In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.16.
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Corpus linguistics has attracted growing interest from linguistics, researchers, and language educators. This area is potential for studies in linguistics as well as improvement in language learning. This study aims at investigating how a corpus-based website named https://www.english-corpora.org/coca/ - or COCA - helps improve students' lexical usage in written production. Participants were EFL students from a university using COCA over two months for revising vocabulary in their writing assignments. Data included the measure of textual lexical diversity (MTLD) of the participants' revised assignments and their reflections/reviews on using COCA. Results reveal some positive changes in MTLD values, while participants' feedbacks suggest COCA is useful for gaining knowledge about lexis, and improving the use of collocations, synonyms as well as high-lexis despite some challenges of unfamiliar interface and overwhelming contents. The study implies the feasibility of applying corpora provided that there are sufficient facilities and careful training for learners.
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Cheng, Lyu. „Study on the Innovative Development of Korean Language Teaching in Universities in the Background of Quality Education“. In 2018 8th International Conference on Social science and Education Research (SSER 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/sser-18.2018.136.
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DOĞAN, Ahmet Turan. „TEACHING TURKISH ORTHOGRAPHY, PUNCTUATION AND DICTIONARY USAGE BY MEANS OF INTERNET SOURCES“. In 3. International Congress of Language and Literature. Rimar Academy, 2021. http://dx.doi.org/10.47832/lan.con3-1.
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The ways of accessing information are gradually changing although the source of information does not change much in the digital world we live in. In this context, printed works, which are seen as the most important source for accessing information, are increasingly being transferred to the digital world and the concept of e-books has become more common in the academic world. For this reason, it is important for students, teacher candidates and teachers in the relevant field to be educated about accessing and benefiting from related necessary online resources. Therefore, in this study, the subject of accessing and benefiting from online resources related to orthography, punctuation and dictionary usage which are among the most common subjects in Turkish was discussed. In addition, the place of orthography, punctuation and dictionary usage in both academic and daily lives, their importance as reference guide in the field and which online resources related to these subjects should be taken as a basis in the field were also explained. Thus, it is considered that this study will contribute to facilitating and accelerating the process of students’, teacher candidates’ and teachers’ accessing to online resources which are seen as a necessity of the digital era. Key words: Turkish, Orthography, Punctuation, Dictionary, Internet Resources.
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Yoo Hak Soo. „Korean Students’ Frequent Errors in Studying Russian Language“. In IV Международный научный форум "Наследие". SB RAS, 2023. http://dx.doi.org/10.25205/978-5-6049863-1-8-128-133.
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The article is aimed at describing the phonetic, intonation, spelling, lexico-semantic and grammatical errors of Korean students that occur in the process of learning Russian. For the study, the comparison of Russian as the language being studied and the native speaker’s language was conducted. Russian speakers, for example, tend to ignore the correct pronunciation of certain vowels and consonants in the Russian language, which do not exist in the Korean language, and underestimate the role of stress as one of the most important factors of the Russian phonetic system. The present study compares the differences in pronunciation features between Russian and Korean, which affect the frequent errors among Korean students. In the case of teaching Russian outside the language environment, it’s more difficult to correct lexicosemantic and syntactic errors of students than phonetic and morphological errors because of the filter of the native language. If a student is exposed to the Russian language dominant environment, pronunciation and intonation mistakes are corrected naturally in the process of comprehensive communication with native speakers. Thus, the study attempts to describe the difficulties of learning Russian as a foreign language to a Korean student audience. A comparison of phonetics, vocabulary, and grammar of Russian and Korean languages is given in examples. Recommendations of theoretical and practical significance for learning Russian will be discussed
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Zhang, Chi. „A study on the SPOC Blended Teaching Practice Based on the Online Platform : A Case Study of "Korean as a Second Foreign Language"“. In 2021 2nd International Conference on Artificial Intelligence and Education (ICAIE). IEEE, 2021. http://dx.doi.org/10.1109/icaie53562.2021.00073.
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Qi, Cong. „A Comparative Study on the Professional Identity of Primary School English Teachers of Korean Nationality from the View of Teaching Age*“. In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.108.
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Trang, Vo Thi Quynh. „Cultural Conflicts in Intercultural Communication Between Western and Eastern Cultures in Foreign Language Teaching“. In 5th Conference on Language Teaching and Learning. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.150.15.
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The research paper identifies the causes of intercultural communication conflicts in foreign language learning and proposes solutions. The author employed a qualitative research approach, including comparative analysis, investigation, and solution-oriented proposals. Through these methods, the study revealed cultural differences in intercultural communication between Western and Eastern cultures. These differences manifest in perceptions of objects and worldviews, cultural aspects in daily communication, such as differences in eloquence, perceptions of time, etiquette and gift-giving, table manners, forms of address, humor, and concepts of privacy. The study recommends the elimination of cultural biases and prejudices and puts forth principles to help teachers and learners manage intercultural communication conflicts in foreign language learning. These principles include fair and objective communication, seeking common ground while respecting differences, adapting to situations, and respecting cultural knowledge while avoiding hasty judgments. The study also suggests measures to address intercultural communication conflicts in teaching, such as developing learners' intercultural communication skills, enhancing intercultural communication competence, cultivating a multicultural perspective, improving individual cultural quality, stimulating learners' interest in culture, increasing learners' awareness of conscious cultural usage, and creating a multicultural communication environment in the classroom.
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FENG, LING. „A CORPUS-BASED STUDY OF DIMINISHERS IN CHINESE EFL LEARNERS' WRITINGS“. In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35664.
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This paper investigates the use of diminishers in Chinese EFL learners' written English (CLEC) and compares it with that in an English native speakers' written corpus (LOCNESS) through both quantitative and qualitative analysis. The corpus-based study reveals: (a) that there are similarities and differences in the frequency and pattern of usage of diminishers between Chinese EFL learners and English native speakers; (b) that the misuse, the overuse of some and underuse of other diminishers or patterns of diminishers indicate that Chinese learners have a different collocational range which could be affected by factors like mother tongue interference and the understanding of sematic prosody. Pedagogical implications of the study are also discussed to shed light on teaching English vocabulary and writing.LING FENG
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Mehic, Nedzad, und Yasmeen Hasan. „Challenges in Teaching Java Technology“. In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2386.
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Object-Oriented Programming-OOP is now replacing procedural programming in almost all applications. Software developers prefer using it because of its many advantages. Therefore colleges should be prepared to make changes to their current curriculums to be able to start teaching programming by using an object-oriented language. This paper describes the usage of Java, an object-oriented language, as a first language taught to computer science students. It goes through the reasons why the language fails when used to introduce students to computer programming. As a case study, the paper describes the current situation at the compute science department at the University of Bahrain and outlines the advantages and disadvantages of changing the curriculum in order to include Java as the first language.
Berichte der Organisationen zum Thema "Korean language – usage – study and teaching"
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Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.
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The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.