Academic literature on the topic 'Korean language - Study and teaching - Foreign speakers'
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Journal articles on the topic "Korean language - Study and teaching - Foreign speakers"
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Gnevsheva, Ksenia. "The expectation mismatch effect in accentedness perception of Asian and Caucasian non-native speakers of English." Linguistics 56, no. 3 (June 26, 2018): 581–98. http://dx.doi.org/10.1515/ling-2018-0006.
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Abstract Previous research on speech perception has found an effect of ethnicity, such that the same audio clip may be rated more accented when presented with an Asian face (Rubin, Donald L. 1992. Nonlanguage factors affecting undergraduates’ judgments of nonnative English-speaking teaching assistants. Research in Higher Education 33(4). 511–531. doi: 10.1007/bf00973770). However, most previous work has concentrated on Asian non-native English speakers, and Caucasian speakers remain under-explored. In this study, listeners carried out an accentedness rating task using stimuli from first language Korean, German, and English speakers in 3 conditions: audio only, video only, and audiovisual. Korean speakers received similar accentedness ratings regardless of condition, but German speakers were rated significantly less accented in the video condition and more accented in the audiovisual condition than the audio one. This result is explained as an expectation mismatch effect, whereby, when the listeners saw a Caucasian speaker they did not expect to hear a foreign accent, but if they actually heard one it was made more salient by their expectation to the contrary.
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Shin, Joongmin, and Yeon-jin Kwon. "A Study on Teaching Method of Korean Relative Honorifics through news interview: Focused on Style Shifting between ‘hasipsio’ style and ‘haeyo’ style at Formal Situation." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 885–902. http://dx.doi.org/10.22251/jlcci.2022.22.24.885.
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Objectives This study was designed as a way for Korean language learners to use natural relative honorifics in formal situations. Therefore, this study aims to present teaching method of Korean relative honorifics through news interview in the perspective of style-shifting between ‘hasipsio’ style and ‘haeyo’ style at formal situation.
Methods To conduct this research, analysis of relevant literature review was firstly held. Many previous studies argued that style-shifting between ‘hasipsio’ style and ‘haeyo’ style at formal situation is not reflected enough in Korean textbooks even if they agree that style-shifting is important. Therefore, researchers of this study analyzed Korean textbooks published by five different organizations and seven episodes of news interview which foreign interviewees appeared.
Results As a result of analyzing Korean textbooks, it was revealed that Korean language learners could not acquire natural relative honorifics as textbooks did not deal with the style-shifting between ‘hasipsio’ style and ‘haeyo’ style, and a dichotomous explanation of ‘formal’ style and ‘informal’ style was presented. In news interviews, style-shifting between ‘hasipsio’ style and ‘haeyo’ style took place many times, but there were cases in which discourse was made up with only ‘hasipsio’ style or excessively ‘haeyo’ style was attempted. Also, foreign interviewees used a limited number of final endings in ‘haeyo’ style compared to Korean native speakers. Through the analysis of Korean textbooks and news interview discourse, it was confirmed that explicit education was necessary, and the teaching method of Korean relative honorifics education was presented in the end.
Conclusions The significance of this study is that (1) it analyzed the current problems of Korean relative honorifics education and (2) the teaching method was suggested by analyzing textbooks and the discourse in news interview both quantitatively and qualitatively.
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德, 王永. "中等水平外国学生理解汉语句子的速度变化——基于抑制加工的研究." Chinese as a Second Language Research 5, no. 1 (May 1, 2016): 87–105. http://dx.doi.org/10.1515/caslar-2016-0004.
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AbstractA key index to learners’ proficiency level of a second language, the comprehension speed of sentences, is a pivotal factor that determines the choice of teaching method which may suit the second language learners in their learning of specialty courses. From the representation of inner knowledge of a second language and the character of its process, some researchers describe a quickening tendency of second language process speed during the acquisition of the language. With respect to the reason why the change of process speed occurs, however, researchers have not explained the difference between a learner’s mother tongue and second language, which may be important in practice. This study explores increasing speed of foreign students’ comprehension of Chinese sentences from the perspective of inhibition of processing.In this experiment, there are four groups of subjects, twenty in each and all paid for their participation. Three groups are native English, Japanese and Korean speakers, and the other group is Mandarin Chinese speakers selected as comparison. Ten constructions of Chinese sentences are chosen as the test materials, including three subject-verb-object constructions (zhu dong bin ju), subject-verb-agent construction (shi bin ju), two topic-comment constructions, two ba constructions, bei construction, and bei-ba compound construction. The six native Mandarin Chinese speakers, who do not actually participate in the experiment, score all the sentences in the experiment in terms of grammaticality. All the sentences, which are programmed, are presented one by one at random on the screen of a Pentium IV laptop, each followed by three possible answers about the actor of the action described in the sentence. The subjects should choose one answer among the three as accurately and quickly as possible by pressing a certain key on the keyboard. There are some sentences for pretesting before the formal experiment. In the formal experiment, reaction time and subject’s answer of each sentence are self-recorded. Reaction time and percent correct for each construction of Chinese sentences is calculated after the experiment. The post hoc multiple comparison tests are performed for the reaction time of each construction of Chinese sentences separately.SPSS analysis shows that: (1) there is a highly significant difference (P≈0.000﹤0.001) between all the groups of foreign students and the native Chinese speakers in the comprehension of all ten constructions of Chinese sentences except one of the topic-comment constructions (zhu ling ju) (P=0.018). (2) there is a significant difference (P﹤0.05) between the native English speakers and the native Japanese or Korean speakers in comprehending seven of the ten constructions of Chinese sentences.Compared the comprehension speed of sentences of foreign students when their Chinese knowledge is at the intermediate level with the primary level, the conclusions of this research are as follows:Firstly, the foreign students require to inhibit less and less inapposite knowledge in comprehending Chinese sentences with their improvement in Chinese knowledge, but they are less skilled than the Chinese students even if their Chinese knowledge is at the intermediate level; there is significant difference between the foreign students and the Chinese students. These results suggest that, even if foreign students’ Chinese ability reaches the intermediate level, they also require a separate organization to study. The effect would not be good if they were put together with native Chinese students to study professional courses.Secondly, when the foreign students are at the intermediate level of Chinese knowledge, their inhibition of inapposite knowledge is also related to their native languages in different typologies; there is significant difference between the students whose native language is English and those whose native languages are Japanese and Korean. But the difference between the two different categories students are diminished when their Chinese knowledge is at the intermediate level. These results suggest that, when the foreign students have a high level of Chinese, they could be organized to teach according to their actual differences, teaching content should be targeted for specific learners. The teacher should strengthen the grammar rules which are difficult for specific learners, increase the frequency of language input and practice.
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Choe, Yong-Gi, and Yong-Gum Pak. "Study on Korean Translation of Russian Idioms Related to Human Names." Vestnik of Saint Petersburg University. Asian and African Studies 14, no. 1 (2022): 96–112. http://dx.doi.org/10.21638/spbu13.2022.107.
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This paper analyzes Russian idioms related to human names culturally and linguistically according to their origins and describes some methods for translating them into Korean. In any national language, idiom is one of linguistic means that enriches the vocabulary and is actively utilizedwith high expressiveness, brevity, and vividness in people’s everyday life. Such idioms often have unique national and cultural qualities because they have been created from the cultural background peculiar to the nation. Thus in teaching and learning foreign languages, it is important to have a correct understanding of the main meaning of the idioms as well as the nation’s inherent history, tradition, and culture and use them in conformity with the linguistic situation and occasions. The purpose of the paper is to classify Russian idioms related to human names according to their origins and to analyze them culturally and linguistically. Another goal is to study some suitable Korean translation methods for representing not only the meaning of the expressions, but also complementary national and cultural meanings contained in them. Idioms related to the human names have stronger national coloring than other phraseological units, and therefore we should apply certain techniques in translating them into other languages. If we translate literally, without taking into account additional national information which these idioms have, we can’t absolutely and perfectly convey the author’s or the speaker’s intention. This can result in misunderstanding of elementary meanings in translation. The conclusion is that when translating idioms related to human names, the translator must be adroit in using various translating methods according to certain meanings of their idiomatic units, complementary cultural information, the author’s intention, overall color of the context, and the readers’ cultural level.
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Pitrianti, Siti, and Teguh Iman Perdana. "ANALISIS KATA SERAPAN ASING PADA KORAN KOMPAS SERTA PEMANFAATANNYA SEBAGAI BAHAN PEMBELAJARAN KOSAKATA DI SEKOLAH." Literasi : Jurnal Bahasa dan Sastra Indonesia serta Pembelajarannya 6, no. 1 (April 19, 2022): 46. http://dx.doi.org/10.25157/literasi.v6i1.6219.
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Bahasa Indonesia kini semakin banyak menyerap kosakata asing. Kosakata bahasa Indonesia yang telah ada seringkali disembunyikan dan diganti dengan kata serapan baru yang dianggap akan memberikan nuansa yang lebih mutakhir, masa kini, atau modern. Penelitian ini bertujuan menganalisis proses penyerapan kosakata serapan yang terdapat dalam media massa. Selanjutnya, hasil analisis tersebut dimanfaatkan untuk menyusun bahan ajar pembelajaran kosakata di sekolah. Metode peneltian yang digunakan adalah metode deskriptif kualitatif dengan pendekatan analisis konten/isi. Sumber data penelitian ini berupa dokumen atau arsip koran Kompas yang terbit dalam rentang bulan Desember 2020-Mei 2021. Teknik pengumpulan data yang digunakan adalah analisis dokumen. Hasil penelitian ini adalah sebagai berikut. (1) Ditemukan tiga macam proses penyerapan kosata serapan yang terdapat dalam koran Kompas edisi Desember 2020-Mei 2021, yaitu adopsi, adaptasi, dan pungutan. (2) Proses penyerapan kosakata paling banyak ditemukan pada aspek adaptasi, yaitu proses diserapnya bahasa asing akibat pemakai bahasa mengambil kata dari bahasa asing, maknanya sama, tetapi ejaan atau cara penulisannya berbeda dan disesuaikan dengan aturan bahasa Indonesia. (3) Dalam bahan ajar yang dikembangkan disajikan kata yang terdesak dan kosakata yang perlu dilatihkan agar kata yang terdesak tersebut lebih sering digunakan oleh kalangan penutur bahasa Indonesia. (4) Guru dan siswa memberikan respons positif terhadap bahan pembelajaran kosakata. Kata Kunci: kata serapan; pembelajaran kosakata ABSTRACTIndonesian is now increasingly absorbing foreign vocabulary. The existing Indonesian vocabulary is often hidden and replaced with new loanwords which are considered to give a more up-to-date, contemporary, or modern feel. This study aims to analyze the absorption process in the absorption vocabulary contained in the mass media. Furthermore, the results of the analysis are used to compile teaching materials for vocabulary learning in the school. The research method used is a qualitative descriptive method with a content analysis approach. The source of this research data is in the form of documents or archives of the Kompas newspaper published in the range of December 2020-May 2021. The data collection technique used is document analysis. The results of this study are as follows. (1) There are three kinds of absorption process of absorption vocabulary contained in the December 2020-May 2021 edition of the Kompas newspaper, namely adoption, adaptation, and levies.. (2) The process of absorption of vocabulary is mostly found in the aspect of adaptation; the process of absorbing foreign languages due to language users taking words from foreign languages; the meaning is the same, but the spelling or way of writing is different; and adapted to the rules of the Indonesian language. (3) In the developed teaching materials, the word urgency is presented and vocabulary that needs to be trained so that these urgent words are used more often by Indonesian speakers. (4) Teachers and students give positive responses to vocabulary learning materials. Keywords: loan word; vocabulary learning
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Gyogi, Eiko, and Vivian Lee. "Reflections of Own Vs. Other Culture." International Journal of Bias, Identity and Diversities in Education 1, no. 2 (July 2016): 15–28. http://dx.doi.org/10.4018/ijbide.2016070102.
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The purpose of this paper is to critically examine Byram's Intercultural Communicative Competence (ICC) model (Byram, 1997), one of the most influential models particularly in language education in Europe, from a pedagogical perspective. Although the model has opened up various innovative and creative teaching practices beyond a model that uses the native speaker as a goal in language learning (e.g. Byram, Nichols & Stevens, 2001; Coperías Aguilar, 2007, 2009), his conceptualization of “culture” has been criticized by various scholars as being a rather static and discrete entity, particularly as it is based on national boundaries (Block, 2007; Dervin, 2010). This study examines the conceptualization of “own” and “other” cultures in Byram's model from local pedagogical practices based on the data obtained from two different foreign language classrooms, an English classroom in a Korean university and a Japanese classroom in a UK university. The data from both classrooms show some degree of both fixity and fluidity in the illustration of “own” and “other” cultures. This study argues that, despite the pedagogical contributions of Byram's model, the categorization of “own” and “other” cultures can pose problems in interpreting fluidity and ambiguities identified in both classrooms. This study also points to the risk that the continuous use of his current model could result in reproducing fixed categories of “own” and “other” cultures by the teachers themselves. While acknowledging the ICC model's pedagogical contributions, this study argues the need for a pedagogically viable model that does not rely on binary distinction between “own” and “other” cultures.
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HMELJAK SANGAWA, Kristina. "Foreword." Acta Linguistica Asiatica 2, no. 2 (October 23, 2012): 5–6. http://dx.doi.org/10.4312/ala.2.2.5-6.
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It is my pleasure to introduce this thematic issue dedicated to the lexicography of Japanese as a second or foreign language, the first thematic issue in Acta Linguistica Asiatica since its inception.Japanese has an outstandingly long and rich lexicographical tradition, but there have been relatively few dictionaries of Japanese targeted at learners of Japanese as a foreign or second language until the end of the twentieth century. With the growth of Japanese language teaching and learning around the world, the rapid development of very large scale linguistic resources and language processing technologies for Japanese, a new generation of aggregated, collectively developed or crowd-sourced resources evolving in the context of the social web, a shift from static paper to constantly developing electronic resources, the spread of internet access on hand-held devices, and new approaches to the use of language reference resources stemming from these developments, dictionaries and other reference resources for learners, teachers and users of Japanese as a foreign/second language are being developed and used in new ways in different user communities. However, information about such developments often does not reach researchers, lexicographers, dictionary users and language teachers in other user communities or research spheres. This special issues wishes to contribute to the spread of such information by presenting some recent developments in this growing field.Having received a very lively response to our call for papers, not all papers selected for publishing could fit into this issue, and part of them will be included in the December issue of ALA, which is also going to be dedicated to Japanese lexicography.The first round of papers included in this issue presents a varied cross-section of current JFL lexicographical work and research. All papers in this issue point out the relative scarcity of appropriate reference works for learners of Japanese as a foreign language, especially when compared to lexicographical resources for Japanese native speakers, and each of the endeavours presented here confronts this lack with its own original approach. Reflecting the paradigm shift in Japanese language research, where corpus research is again playing a central role, most papers presented here take advantage of the bounty of newly available corpora and web data, most prominent among which is the Balanced Corpus of Contemporary Written Japanese developed by the National Institute for Japanese Language and Linguistics in Tokyo, and which is used by Mogi, Pardeshi et al. and Sunakawa et al. in their lexicographical research and projects, while Blin taps data for his research from the web, another increasingly important linguistic resource.The first two papers offer two perspectives on existing Japanese dictionaries. Tom Gally in his paper Kokugo Dictionaries as Tools for Learners: Problems and Potential points out the drawbacks of currently available Japanese dictionaries from the perspective of learners of Japanese as a foreign language, but at the same time offers a very detailed and convincing explanation of the merits of monolingual Japanese dictionaries for native speakers (kokugo dictionaries), such as their comprehensiveness, detailedness and quantity of contextual information, when compared to bilingual dictionaries, which make them a potentially useful resource even for an audience they are not targeting - foreign language learners. His detailed explanation of possible uses and potential hurdles and pitfalls learners may encounter in using them, is not only accurate and informative, but also of immediate practical value for language teachers and lexicographers.Toshinobu Mogi, in his paper Towards the Lexicographic Description of the Grammatical Behaviour of Japanese Loanwords: A Case Study, investigates the lexicographic description of loanwords in Japanese reference works and notes how information offered by currently available dictionaries, especially regarding the grammatical aspects of loanword use, is not sufficient for learners of Japanese as a foreign language. After pointing our the deficiencies of current dictionary descriptions and noting how dictionaries sense divisions do not reflect the frequency of different senses in actual use, as reflected in a large-scale representative general corpus of Japanese, he uses a fascinatingly detailed analysis of the behaviour of a Japanese loanword verb to describe a corpus-based method of lexical description, based on the correspondence between usage forms and senses, which could be used for the compilation of Japanese learners' dictionaries meant for the reception and production of Japanese.The second part of this special issue is composed of four reports on particular aspects of ongoing lexicographical work targeted at learners of Japanese as a foreign language.Prashant Pardeshi, Shingo Imai, Kazuyuki Kiryu, Sangmok Lee, Shiro Akasegawa and Yasunari Imamura in their paper Compilation of Japanese Basic Verb Usage Handbook for JFL Learners: A Project Report, after pointing out - as other authors in this issue - the lack of a detailed and pedagogically sound lexicographical description of Japanese basic vocabulary for foreign learners, propose a corpus-based on-line system which incorporates insights from cognitive grammar, contrastive studies and second language acquisition research to solve this problem. They present their current implementation of such a system, which includes audio-visual material and translations into Chinese, Korean and Marathi. The system also uses natural language processing techniques to support lexicographers who need to process daunting amounts of corpus data in order to produce detailed lexical descriptions based on actual use.The next article by Marcella Maria Mariotti and Alessandro Mantelli, ITADICT Project and Japanese Language Learning, focus on the learner's perspective. They present a collaborative project in which Italian learners of Japanese compiled an on-line Japanese-Italian dictionary using a purposely developed on-line dictionary editing system, under the supervision of a small group of teachers. One practical and obvious outcome of the project is a Japanese-Italian freely accessible lexical database, but the authors also highlight the pedagogical value of such an approach, which stimulates students' motivation for learning, hones their ICT skills, makes them more aware of the structure and usability of existing lexicographic and language learning resources, and helps them learn to cooperate on a shared task and exchange peer support.The third project report by Raoul Blin, Automatic Addition of Genre Information in a Japanese Dictionary, focuses on the labelling of lexical genre, an aspect of word usage which is not satisfactorily presented in current Japanese dictionaries, despite its importance for foreign language learners when using dictionaries for production tasks. The article describes a procedure for automatic labelling of genre by means of a statistical analysis of internet-derived genre-specific corpora. The automatisation of the process simplifies its later reiteration, thus making it possible to observe lexical genre development over time.The final paper in this issue is a report on The Construction of a Database to Support the Compilation of Japanese Learners’ Dictionaries, by Yuriko Sunakawa, Jae-ho Lee and Mari Takahara. Motivated by the lack of Japanese bilingual learners' dictionaries for speakers of most languages in the world, the authors engaged in the development of a database of detailed corpus-based descriptions of the vocabulary needed by learners of Japanese from beginning to advanced level. By freely offering online the basic data needed for bilingual dictionary compilation, they are building the basis from which editors in under-resourced language areas will be able to compile richer and more up-to-date contents even with limited human and financial resources. This project is certainly going to greatly contribute to the solution of existing problems in Japanese learners' lexicography.
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Rahmayati, Hirza. "PEMBELAJARAN KOSAKATA BAHASA INDONESIA BAGI PENUTUR ASING (BIPA) LEVEL A-1 DENGAN MENGGUNAKAN PERMAINAN KARTU KATA DAN KARTU GAMBAR." Jurnal Analisa Pemikiran Insaan Cendikia 5, no. 2 (November 22, 2022): 12–23. http://dx.doi.org/10.54583/apic.vol5.no2.99.
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Indonesian for Foreign Speakers or BIPA is a branch of basic Indonesian linguistic teaching that focuses on foreigners as learners. These learners prepare themselves to learn Indonesian formally for educational or work needs. In this study, the students consisted of eight female and male students, Universitas Pendidikan Indonesia who came from South Korea. They are BIPA level A-1 learners or beginners with educational and work purposes. The focus of the material in this research is learning Indonesian vocabulary BIPA level A-1 by using word card games and picture cards. Vocabulary is fundamental in learning a new language. The higher one's vocabulary, the more communicative one's language skills will be. to maximize this learning process, word card game techniques and picture cards were used which were created by the teacher as well as the researcher. Data collection techniques used are tests, questionnaires, and interviews. The results of this study indicate that students are very enthusiastic and interested in learning vocabulary using word cards and picture card game techniques. Based on the results of the data obtained, it was found that there was a significant increase in test scores between the pretest and posttest. The test presented is a multiple-choice test with 10 questions with 5 alternative answers. Then, the mean of the questionnaire data shows a strong category with a score of 78.7. Questionnaires were distributed to students using a Likert Scale with 10 questions and 5 alternative categories of answers. This significant increase in posttest scores is relevant to the interviews that have been conducted. The students hope that this kind of learning technique will continue to be improved by BIPA teachers.
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Меліса Грабовач and Капранов Олександр. "Syntactic Complexity at the Intermediate Level in EFL Writing by Early Balanced Bilinguals." East European Journal of Psycholinguistics 3, no. 1 (June 30, 2016): 55–64. http://dx.doi.org/10.29038/eejpl.2016.3.1.gra.
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The present article involves an empirical psycholinguistic study aimed at examining syntactic complexity in English as a Foreign Language (EFL) by early balanced Bosnian/Swedish bilingual EFL learners. 15 early balanced bilingual Bosnian/Swedish EFL learners were recruited for the study and matched with their respective control groups of intermediate EFL learners (15 speakers of Bosnian as their first language (L1) and 15 speakers of Swedish as their L1). The experimental task involved an unprepared writing assignment in English about the most significant invention of the 20th century. The corpus of the participants’ written assignments was analysed in L2 Syntactic Complexity Analyzer and SPSS software programs respectively. Data analysis involved measures of syntactical complexity. It has been found that the participants’ written assignments are characterised by statistically significant number of T-units scores in comparison with the Swedish L1 monolingual controls. These findings are further presented and discussed in the article.
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Schmidt, Anna Marie, and Kelly A. Meyers. "Traditional and Phonological Treatment for Teaching English Fricatives and Affricates to Koreans." Journal of Speech, Language, and Hearing Research 38, no. 4 (August 1995): 828–38. http://dx.doi.org/10.1044/jshr.3804.828.
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Non-native speakers of English are being seen for accent reduction in speech-language pathology clinics although there is little evidence that treatment is effective. Two types of treatment were evaluated. Traditional articulation-based treatment was successful for 2 native Korean speakers in improving English fricatives and affricate production. A second treatment using phonologically based contrasts was also successful for the same sounds with 2 other Korean speakers. Some issues in foreign accent reduction are discussed.
Dissertations / Theses on the topic "Korean language - Study and teaching - Foreign speakers"
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Jo, Phill. "Strategic reading for English as a foreign language." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1725.
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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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Cha, Jae Guk. "EFL in Korea : the teaching and learning of English as a foreign language in the context of South Korean culture." Thesis, University of Stirling, 1998. http://hdl.handle.net/1893/2208.
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The objective of the present research is to explore the present state of EFL (English as a foreign language) in Korean culture which is assumed to be different from that of English speaking countries, and to investigate learners' attitudes toward needs and motivation for the English language. Since it seems to be recognised that language and culture are inseparable, EFL in the Korean cultural context might reflect its own typical aspects. Chapter 1 deals with problems in EFL in Korea, and the relationship between foreign language acquisition and cultural background. The meaning of culture and its importance in a foreign language learning and teaching is elaborated. Chapter 2 reflects the characteristics of Korean culture, with an account of her history, education system and national policy of EFL. Current implementation of English language teaching at Korean universities, with its developmental history, is presented with evidences obtained from previous research. Chapter 3 reviews the theoretical literature on needs, attitudes, interest, anxiety and motivation in foreign/second language learning, since they are recognised as central to foreign language acquisition. Research studies on these variables are introduced, compared with each other and critically discussed. In Chapter 4, research questions and hypotheses are drawn, based on the theoretical framework reviewed in Chapter 3. The research design (sampling, methods of and procedures for data-collection) is elaborated. Chapter 5 begins with a description of data-interpretation methods employed in the study. Data obtained from these instruments were statistically analysed through a computer programme `SPSS'. The findings of the research are presented, followed by a discussion of the results. In Chapter 6, more detailed profiles of analysis than those given in Chapter 5 are presented. Particularly, item-by-item comparison is made between the college students' and graduates' questionnaires. Chapter 7, as a closing chapter of the present research, reviews the foregoing chapters and derives conclusions, suggesting implications for further research. Key implications arising from the research are: priority for teaching EFL from intercultural perspectives, and (so far as learners are concerned) to tolerating the new approaches to teaching that are required.
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Kim, Hyun Jung 1976. "A case study of curriculum and material evaluation : elementary English as a foreign language in South Korea." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32920.
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English as a foreign language (EFL) is quite different from English as a second language (ESL) in many respects. Few EFL studies, however, have been conducted with consideration given to the unique EFL environment. This case study of South Korean elementary EFL was designed to evaluate the previous (1997--2000) and new (2001-- ) curricula and materials based on the researcher's experience and a review of the literature.This study first suggests communicative language teaching (CLT) criteria appropriate for elementary school pupils who are beginning to learn EFL in Korea, and then evaluates the two CLT-based curricula for the 4th grade based on the suggested criteria. Second, this study aims to examine the two different material sets for the two curricula focusing on spoken language communicative activities. For the material comparison, the Sisayoungasa Co. material set, one of 16 sets based on the previous curriculum, is compared to the new material set based on the 7th curriculum.
Perceptions of the curriculum and material change were considered from three perspectives: three teachers, a policy maker and a researcher. It was revealed that opinions from the three perspectives vary considerably. The study also found that despite the recent attempt to implement CLT-based elementary EFL, there are still deficiencies in the Korean elementary EFL curriculum and materials.
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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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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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Barnes, Bruce D. "Perceptions of students from a Korean university about the attributes of effective lecturers of English as a foreign language." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/228.
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The purpose of this study was to gain an understanding of what Ewha Womans University students perceive to be the attributes of effective EFL lecturers and to measure the levels of importance they place on each of these attributes. The first section of the study (Stage 1) elicited a list of attributes from a stratified sample of the freshmen students enrolled in EFL. The second section (Stage 2) gathered and analysed ratings and rankings of these attributes from a proportional-stratified sample of the same population. In the end, a list of attributes was produced with corresponding discussion of the values the students placed on each one.
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Yeo, Inung. "Effective writing instruction for English-as-a-foreign-language university students in Korea." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2300.
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Beginning with an analysis of current problems in English education in South Korea, this project is intended to suggest various ways to implement effective English education, especially for writing instruction. The project is designed for students who have low English proficiency in South Korean colleges and universities.
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Won, Kim Jong. "A model of the writing process applied to English writing for Korean college students." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1440.
Full textBooks on the topic "Korean language - Study and teaching - Foreign speakers"
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Sohn, Ho-min. Topics in Korean language and linguistics. Seoul, Korea: Korea University Press, 2013.
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author, Cho Young-mee Yu, and Pak Ŭn-suk 1968 author, eds. Han'gugŏ kyoyuk esŏ Han'guk munhak chŏngjŏn: Establishing Korean literature cannons for Korean language education as a foreign language in Korea, USA and China. Sŏul-si: Tosŏ Ch'ulp'an Hau, 2015.
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Han, Chae-yŏng. Han'gugŏ parŭm kyoyuk =: Teaching Korean pronunciation. Elizabeth, NJ: Hollym, 2003.
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U, In-hye. Easy Korean grammar: For English speakers. Sŏul-si: Hanguk Munhwasa, 2000.
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Han'gugŏ ŏhwi kyoyuk: Teaching Korean vocabulary. Kyŏnggi-do P'aju-si: T'aehaksa, 2010.
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Giuseppina, De Nicola, and Lee Sang-Suk, eds. Korean language for beginners. Irvine, CA: Seoul Selection U.S.A., Inc., 2016.
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Vincent, Mark. Korean. London: Teach Yourself, 2003.
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Byon, Andrew Sangpil. Teaching and learning Korean as a foreign language: A collection of empirical studies. Columbus, OH: Ohio State University, 2011.
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Duk-Soo, Park, and Yeon Jaehoon, eds. Integrated Korean: Advanced. Honolulu: University of Hawaiì Press, 2004.
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Korean honorifics and politeness in second language learning. Amsterdam: John Benjamins Pub. Co., 2011.
Find full textBook chapters on the topic "Korean language - Study and teaching - Foreign speakers"
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Obari, Hiroyuki, Steve Lambacher, and Hisayo Kikuchi. "The impact of using AI and VR with blended learning on English as a foreign language teaching." In CALL for widening participation: short papers from EUROCALL 2020, 253–58. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1197.
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This study focuses on the use of emerging technologies such as Artificial Intelligence (AI) smart speakers and smartphone applications for improving the English language skills of L1 Japanese undergraduates. An empirical investigation was carried out with 82 Japanese students. Participants were required to study a variety of online English programmes using AI speakers over an eight-month period. The results showed that students using AI speakers outperformed on the Test of English for International Communication (TOEIC) a group of non-AI users, who instead exclusively used online materials. This research suggests integrating blended learning, including AI and Virtual Reality (VR), may be an effective way to improve the English proficiency of native Japanese.
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Hong, Wilson Cheong Hin. "Improving English as a foreign language learners’ writing using a minimal grammar approach of teaching dependent clauses: A case study of Macao secondary school students." In Innovative Approaches in Teaching English Writing to Chinese Speakers, 67–90. De Gruyter, 2021. http://dx.doi.org/10.1515/9781501512643-004.
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Ma, Maggie, and Mark Feng Teng. "Metacognitive knowledge development of low proficiency Hong Kong English as a Foreign Language university students in a process-oriented writing course: An action research study." In Innovative Approaches in Teaching English Writing to Chinese Speakers, 117–44. De Gruyter, 2021. http://dx.doi.org/10.1515/9781501512643-006.
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Akbarov, Azamat. "Networking-Based Strategies of Intercultural Communicative Competence Development Among Kazakhstani University Students." In Intercultural Foreign Language Teaching and Learning in Higher Education Contexts, 197–210. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8128-4.ch010.
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This chapter presents an empirical study of the intercultural communicative competence of students of Kazakhstani universities. The study results indicate that students should develop their cultural knowledge, intercultural receptivity, communication strategies, intercultural awareness etc. A number of issues related to the formation of intercultural competence in the process of teaching foreign-language communication, taking into account the cultural and mental differences of the native speakers, which is a necessary condition for a successful dialogue of cultures are also discussed. The concept of communicative competence in teaching foreign languages stipulates development of students' knowledge, skills and abilities that enable them to join the ethno-cultural values of the country of the studied language and use the foreign language in situations of intercultural understanding and cognition in practice. Conjunction of such knowledge, skills and abilities constitutes communicative competence. Based on the results of the research, proposals are made for the curriculum and teaching of intercultural communication and methods of developing intercultural communicative competence of students of Kazakhstan universities in a networked environment.
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Kumanda, Nomaroma, Shakespear Chiphambo, and Nomxolisi Mtsi. "Teaching of Natural Sciences Concepts to English Second Language Speakers in Primary Schools in South Africa." In Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.104495.
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There are several challenges in teaching of concepts of Natural Sciences as a subject to isiXhosa speakers in primary schools in South Africa. This chapter explores the challenges of teaching Sciences Natural in English to isiXhosa speakers in the selected primary schools. The Bronfenbrenner’s ecological systems theory was utilised. A qualitative research methodology was employed supported by the case study design. A purposeful sampling technique was utilised to select five different primary schools. Qualitative data were collected through semi-structured interviews and analysed thematically. This study revealed that Natural Sciences teachers use code switching for students to understand the scientific concepts that seem difficult to comprehend in English as a foreign language. Natural Sciences teachers indicated that policy makers do not involve them when planning the curriculum. The study recommends: (i) the curriculum to make a provision for teachers to start their lessons with what students are familiar with, (ii) Natural Sciences teachers to be familiar with the theories of language development for them to link the language with learning and teaching of Natural Sciences concepts through professional development programmes and workshops, and (iii) the Department of Education to ensure that it adopts the mother tongue policy for teaching Natural Sciences.
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Vasmatzoglou, Areti, and Neasa Ní Chiaráin. "The development of an online game-based simulation for the training of English language teachers in virtual environments." In CALL for widening participation: short papers from EUROCALL 2020, 334–41. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1210.
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Virtual simulation training has gained in usage in various educational fields and offers the potential to support and reinforce learning goals when practical experience is not possible. Teaching practice experience in an English as a Foreign Language (EFL) classroom is critical, yet frequently unobtainable for students in Teaching English to Speakers of Other Languages (TESOL)/English Language Teaching (ELT) Masters programmes. This paper describes the design, development, and evaluation of a gamified simulation prototype, Virtual EFL Classroom, that was built to offer teaching practice opportunities to students in such programmes. Eleven Masters students enrolled in the ELT programme at Trinity College Dublin took part in this study. Findings indicate that participants enjoyed active experimentation in Virtual EFL Classroom and that it has the potential to enhance student-teachers’ decision-making skills, flexibility, and adaptability in planning and teaching learner-centred lessons.
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Feng, Ruiling, and Sheida Shirvani. "Compensatory strategies adopted by Chinese EFL learners in virtual exchange with native speakers." In Virtual exchange: towards digital equity in internationalisation, 63–71. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.53.1290.
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Compensatory strategies play an important role in second language (L2) processing because of limited language knowledge and ensuing anxiety and could help assure understanding and void communication breakdown. Previous studies about compensatory strategies largely adopt laboratory settings and neglect the strategies in authentic oral communication. Accordingly, the present study investigated compensatory strategies used by Chinese university students in online videoconferences with their US peers during a five-week virtual exchange project. We interviewed 27 Chinese students twice, once after the first-week videoconference, the other after the last-week videoconference. The English as a Foreign Language (EFL) learners in this study could adopt compensatory strategies of different levels. Their strategy use, however, was not flexible enough as several types of strategies were repeatedly used, while other types were rarely implemented. The virtual exchange could help the EFL learners employ compensatory strategies more often, of higher levels, and with increased immediacy. The results can help to establish more targeted English teaching and learning.
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Yefymenko, Tetiana, and Viktoria Maistrenko. "LINGUISTIC ABILITIES FOR MASTERING FOREIGN LANGUAGES IN STUDENT TRANSLATORS WITHIN SIOP MODEL." In Trends of philological education development in the context of European integration. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-069-8-4.
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The purpose of the paper is to identify linguistic abilities to master foreign languages in students-translators. This research was conducted based on the methods and methodology of observation, comparison, analysis, functional and descriptive methods. In order to solve this problem, the achievements of linguistics, sociolinguistics, psychology, psycholinguistics, methods of teaching foreign languages were analyzed, as the study of the phenomenon of linguistics ability is based on them. Linguistic ability includes some specific abilities such as foreign language ability, language guessing, language intuition and communication skills. The result is the formation of a linguistic personality, in particular, the bilingual personality of the translator in a dialogue that has the ability and skills to use the language in all its manifestations in different situations of intercultural communication; the ability to understand and assimilate someone else's way of life and behavior in order to break ingrained stereotypes; skills to expand the individual picture of the world by involving in the "language picture of the world" speakers of the studied language. Value/originality. The development of language abilities is possible on the basis of individualization, differentiation of the learning process and increasing motivation for learning a language. It is necessary to clarify that the presence of communication skills, linguistic intuition and ability to languages is absolutely not enough for a full-fledged foreign language communication, and even more so for characterizing a secondary linguistic personality, in fact, its development is the leading goal of teaching a foreign language for translation students. Linguistic giftedness and ability for languages are only a prerequisite for the formation of intercultural competence and the development of a secondary linguistic personality.
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Kļavinska, Antra. "Latviešu valodas apguvēju korpuss lietojumā: teorētisks un metodoloģisks ieskats." In Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums, 162–77. Liepājas Universitāte, 2021. http://dx.doi.org/10.37384/lva.2021.162.
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Several text corpora have been created in Latvia, including learner corpora. One of the latest projects is the Latvian Language Learner Corpus (LaVA), which contains the works of international students studying in Latvian higher education institutions who are learning Latvian as a foreign language. The texts are morphologically tagged automatically, and learner errors are tagged manually. A sufficient scope of publications is available, which provides the theoretical basis for the creation of Latvian language learner corpora; however, there is a lack of studies or practical methodological guidelines concerning the opportunities for their application, and there is little data about the use of text corpora in language acquisition. The aim of this study is to explain from the theoretical perspective for what purposes learner corpus data may be used, as well as to illustrate the methodological groundwork with examples from the LaVA corpus. Analysis of theoretical literature has demonstrated the functions and meaning of learner corpora in research, and experience with the use of corpora in acquiring a foreign language has been analysed. Examples of the use of the LaVA corpus as a didactic resource have been prepared using Corpus Linguistics methods. The study was conducted within the state research programme project “The Latvian Language”. After studying the functions of learner corpora from the theoretical perspective, it was concluded that the target audience of the LaVA corpus mainly includes teachers of Latvian as a foreign language (LATS), authors of teaching materials, as well as Latvian language learners. To facilitate the use of the LaVA corpus, it is important to have basic knowledge of Corpus Linguistics, an understanding of the theory of language, as well as an understanding of foreign language teaching methodology. LATS teachers can use the LaVA corpus data in the creation of curricula and teaching materials, in the preparation of language proficiency tests, etc. Using the inductive approach in language acquisition, language learners can also become language researchers, can analyse the errors of other learners, etc. Undeniably, the LaVA corpus can be used in broader linguistic research, for example, in contrastive interlanguage analysis, comparing the data of language learners with the data of native speakers or the data of different groups of language learners.
Conference papers on the topic "Korean language - Study and teaching - Foreign speakers"
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Ruslan, Titin, Fikri Hakim, and Shinta Rosiana. "Teaching Model in Writing Indonesian for Advanced Foreign Speakers (Practical Study of Writing Skills for Foreign Speakers)." In Proceedings of the 2nd Konferensi BIPA Tahunan by Postgraduate Program of Javanese Literature and Language Education in Collaboration with Association of Indonesian Language and Literature Lecturers, KEBIPAAN, 9 November, 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.9-11-2019.2295087.
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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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Herget, Katrin, and Noemí Pérez. "Analysis of the speech act of request in the foreign language classroom." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9097.
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Nowadays, teaching languages for specific purposes, in particular in the field of entrepreneurship, has to focus on pragmatic and intercultural aspects in response to a multicultural professional reality that comprises different areas of knowledge. Our study aims at analyzing the speech act of making a request in German and Spanish by Portuguese native speakers, i.e. BA students of Languages and Business Relations at University of Aveiro. For this study, two different types of tests were performed: the Discourse Completion Task (DCT) and the Rating Assessment Test. The data provided by the answers given to these two surveys will help the teacher to understand the pragmatic difficulties students have when making a request in these two foreign languages. The information obtained will help the teacher to focus on aspects that are really problematic from the pragmatic point of view, and at the same time, to find and implement strategies and activities that help students improve their pragmatic awareness and overcome difficulties that may arise in intercultural communication. Hence, the objective is to contribute to an adequate development of the students' pragmatic and intercultural communicative competence.
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Zhukova, Arina, Tatiana Kudoyarova, Ivan Leonov, and Ekaterina Budnik. "Reflection as a Component of an Intercultural Educational Project: Case Study in the Pushkin State Russian Language Institute." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3105.
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The abstract should provide a comprehensive summary of the work performed, including the motivation of the research, aim of the research, methods of the research, main results of the research, contribution to the theory and practice of the research. For nine years, the Pushkin State Russian Language Institute has been successfully using the educational and teaching technology - intercultural educational project (IEP) - in teaching Russian as a foreign language. The goal of the project is to ensure intercultural communication among all the participants: foreign students and Moscow schoolchildren. During this project, the audience gets acquainted with the differences between languages and cultures. The specifics of this format of educational and design activities is determined by the relevant factors: the collaboration of foreign students studying Russian, and the other -, native speakers of the Russian language and culture. For the Moscow schoolchildren, the project is a part of their training activities, for the students – an extracurricular educational event. Also, the project concept assumes that both students and children can also become more familiar with (for example, Finland and Vietnam, etc.) each other's cultures. During the implementation of this technology, representatives of 34 countries took part in it, as well as more than 5,000 Moscow schoolchildren and teachers. The components of reflection are the ability to comprehend the mechanisms that contribute to obtaining certain results; ability to analyze personal cognitive opportunities. Reflection in the educational process implies a thoughtful or sensually experienced process of awareness by the subject of his academic activities. The article aims to present the reflection component of IEP that the authors of the article draw special attention. Participation in the preparation and implementation of activities that demonstrate the results of students' reflection, reflects the availability of intercultural communication at different levels of language proficiency, enables participants to feel confident in their abilities, motivate them, and increase the effectiveness of language learning. Authors hope that theoretical and practical aspects will contribute to the methods of teaching any foreign language. Keywords: reflection, intercultural communication, educational technology, international educational project
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Vančová, Hana. "PRONUNCIATION EVALUATION CRITERIA FOR EFL LEARNERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end035.
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"Pronunciation is one of the competencies foreign language learners of English are implicitly or explicitly judged for in classroom context as well as real-life communication. At the same time, both teachers and learners express concerns concerning this competence, as relatively little attention is being paid to pronunciation issues. While accuracy was desired in the past, comprehensibility is preferred as the goal of pronunciation instruction in recent years. Mistakes and errors the speakers make vary across the language background of speakers and can be manifested at segmental and suprasegmental levels; however, familiarity with the topic discussed may help overcome many obstacles the foreign language speakers may make. Pronunciation may be judged by human raters as well as automatically by specialized software. The presented study aims to current practices presented in research papers published in the past ten years. The results suggest different criteria applied to pronunciation evaluation. The paper presents partial research outcomes of the projects KEGA 019TTU-4/2021 Introducing new digital tools into teaching and research within transdisciplinary philological study programmes and 7/TU/2021 Pronunciation mistakes of pre-service teachers of English."