Journal articles on the topic 'Korean language - Study and teaching - Foreign speakers'
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1
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.
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Lee, Hyang. "A Comprehensive Study on the Language Attitudes of Native Korean Speakers toward Foreign Accented Korean Language Speakers." Journal of the International Network for Korean Language and Culture 13, no. 3 (December 31, 2016): 199–229. http://dx.doi.org/10.15652/ink.2016.13.3.199.
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Azizah, Alfiyatul. "The Differences Between Arabic Language Teaching for Single Rooted Foreign Speakers and Multiple Rooted Foreign Speakers." Ittishal Educational Research Journal 1, no. 1 (July 1, 2020): 26–39. http://dx.doi.org/10.51425/ierj.v1i1.9.
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The Arabic language teaching has been developed rapidly through this modern era as a result of the world wide acceptance to study this language. Language enthusiasts as well as the scholars have noticed some development of Arabic language on several ways as well as its advancement according to the linguistic and geographic condition of learners. This study aims to understand some differences of Arabic language teaching for students who speak in single rooted language and students who speak in multiple rooted language. The single rooted language one took a sample from Assalam Islamic Boarding School where all of the student came from single rooted language, Malay language. While another one took a sample from An-Nile Center of Arabic Language Study for Foreigner, Cairo where the students came from several roots of languages, such as Malay, European, Russian, Turkish, African, and so on. In addition, this study aims to understand some difficulties and challenges the students and teachers face, and compare the percentage results of 4 language development skills between the two groups. The result of this study, based on those two institutions’ Arabic teaching methods, it is concluded that the comparison result of 4 language skills shows that the Arabic teaching method for Multiple Rooted Foreign Speakers (Taken from An-Nile Arabic Language Center) is better than Arabic teaching for the single rooted language speakers, especially on the speaking skill. In another side, we found that one of reasons why Arabic teaching method for foreigners from single rooted language speakers is weaker— is due to the tendency of language teachers to perform translation for Arabic words into their own particular language and the less of creative media invention uses which allow them to explain Arabic words with Arabic language.
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Widyasari, Hesti, and Hanandyo Dardjito. "Teaching Indonesian for other language speakers." Technium Social Sciences Journal 28 (February 9, 2022): 43–51. http://dx.doi.org/10.47577/tssj.v28i1.5887.
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Previous studies suggested immersing the language learners in the target language when learning a foreign language. It is, to some extent, difficult to apply because of several factors; therefore, English operates as a medium of instruction in the classroom where the learners have different cultures and different first languages. This study aimed at finding out the use of English as a medium of instruction in teaching Indonesian for foreign language speakers or Bahasa Indonesia bagi Penutur Asing (BIPA). It applied a qualitative design involving a semi-structured interview with three BIPA teachers selected using purposive sampling. The interview data were analysed interpretively. The findings revealed that English was employed when giving instruction, explaining complex concepts and grammar, defining vocabulary, checking the students’ comprehension, and keeping the classroom interaction. However, English was used limitedly because the learners needed to learn and practice the target language.
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Nikitina, Larisa, Fumitaka Furuoka, and Nurliana Kamaruddin. "Language Attitudes and L2 Motivation of Korean Language Learners in Malaysia." Journal of Language and Education 6, no. 2 (June 30, 2020): 132–46. http://dx.doi.org/10.17323/jle.2020.10716.
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This study examined relationships between language attitudes and L2 motivation of learners of Korean as a Foreign Language (KFL) in a large public university in Malaysia. It employed the socio-educational model of L2 motivation and focused on the relationship between the language learners’ attitudes toward speakers of the target language and their motivation to learn Korean. A systematic statistical analysis was performed to analyse the data collected from 19 (N=19) students. A robust statistical procedure adopted in this study allowed some worthwhile insights into the language attitudes–L2 motivation nexus. The findings indicated that there existed a statistically significant relationship between the language learners’ instrumental orientation and their attitudes toward the speakers of Korean language.
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Cheong Dal-Young. "A study on teaching grammar of korean as foreign language." Review of Korean Cultural Studies ll, no. 26 (August 2008): 5–40. http://dx.doi.org/10.17329/kcbook.2008..26.001.
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Kang, Jennifer Yusun. "Producing culturally appropriate narratives in English as a foreign language." Narrative Inquiry 16, no. 2 (December 15, 2006): 379–407. http://dx.doi.org/10.1075/ni.16.2.08kan.
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Cross-cultural and second/foreign language (L2) studies on oral narratives have suggested that one’s native language and culture affect discourse production in an L2 and have detected areas of difficulty for L2 learners in producing extended discourse. However, written narrative has received less attention, although it can provide rich data on cross-cultural differences and hold important implications for L2 literacy acquisition and pedagogy. This study was designed to investigate culturally preferred written discourse styles and their effects on L2 writing of personal narratives. It explored cross-cultural differences in the use of narrative structural features including evaluation between first language written narratives produced by native speakers of American English and first- and second-language narratives written by Koreans learning English. Differences in first language narrative styles were used to explain how Korean EFL learners’ narrative discourse in English could vary from native English speakers’ discourse norms. Participants were Korean adult EFL (English as a Foreign Language) learners and American native-English speakers in the U.S. The findings show that specifically Korean cultural strategies were evident in the Korean English learners’ English narrative discourse rather than the preferred discourse style of the target language and culture. The findings hold implications for L2 writing pedagogy and L2 training in discourse production.
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Čeh, Živa. "Contrastive Exercises for Teaching Collocations." ELOPE: English Language Overseas Perspectives and Enquiries 2, no. 1-2 (June 22, 2005): 185–92. http://dx.doi.org/10.4312/elope.2.1-2.185-192.
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It is generally accepted now that learners of a foreign language need to have command of different word combinations, particularly collocations. However, in spite of the fact that collocations have recently been discussed by many linguists, there is still a lack of understanding of how word combinations, and among them collocations, are learned. It is of great importance that collocations are taught intensively to students who have already acquired the basis of a foreign language they wish to master. Collocations are also of the utmost importance in the study of language for specific purposes. Teachers of a foreign language try to approach this issue in different manners. This paper addresses different ways of making students aware of word combinations and their importance. Moreover, teachers of a foreign language are provided with some ideas for teaching collocations and correcting collocational errors students of a foreign language make when they write or speak. Some mistakes made by Slovene speakers of English are listed. The paper also provides some examples of exercises that may be of help when correcting collocational errors made by Slovene speakers of English. Finally, there is some information about different types of dictionaries.
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Csire, Marta, and Johanna Laakso. "Teaching the heritage language as a foreign language: on the questions of bilingualism and minority language teaching in Austria." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no. 1 (June 17, 2011): 93–107. http://dx.doi.org/10.12697/jeful.2011.2.1.06.
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Although Hungarians in Austria are an officially recognised ethnic minority, surprisingly little attention has been given tothe specific problems in teaching Hungarian as a heritage language.This paper focuses on the situation of heritage-language students who study Hungarian as part of a university curriculum in Vienna, together with German speakers. These students have learnt colloquial varieties of Hungarian as a spoken language in their families but typically have no formal training in the standard written language. This leads to learners’ errors which are often due to lacking language awareness: heritage-language students are unable to analyse their grammatical intuitions. It is also obvious that heritage-language students do not profit from traditional second-language teaching methods and material; furthermore, heterogeneous teaching groups rather create than solve problems. These issues, probably critical for an increasing group of multilingual speakers in many countries, call for more differentiated approaches to language planning and educational strategies.
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Sheshukova, Svetlana, Svetlana Lapitskaja, and Elena Proudchenko. "On the Analysis of Youth Slang as one of the Subsystems of Modern Russian and English Languages." SHS Web of Conferences 69 (2019): 00090. http://dx.doi.org/10.1051/shsconf/20196900090.
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Slang is an essential element of culture. Learning a foreign language is inextricably linked with the study of the culture of native speakers. Teaching slang, idiomatic expressions and phrasal verbs in foreign language classes contributes to the students' vocabulary, understanding informal speech patterns found in media texts and everyday communication with native speakers, developing speaking and listening skills. As a rule, at a foreign language class, students improve their listening, reading, speaking and writing skills through various study materials. Even with these skills, you can fail to communicate with native speakers, read magazines, watch television programmes and travel to foreign countries. The paper discusses the possibility of teaching slang, idiomatic expressions and phrasal verbs in a foreign language class at a technical university. To substantiate the need to study slang, idiomatic expressions and phrasal verbs, the authors attempted to find out how the youth slang is formed and the reasons for its functioning. Youth slang in modern Russian and English languages has been compared and analyzed.
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Zyryanova, Svetlana A., Natalia E. Chesnokova, Marina A. Shtanko, and Marianna A. Dudareva. "The link between language and culture on the lessons of Russian as a foreign language." Revista Amazonia Investiga 9, no. 28 (April 21, 2020): 421–26. http://dx.doi.org/10.34069/ai/2020.28.04.47.
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The main aim of a foreign language teacher is to form a student’s communicative competence, which is a complex of other competencies such as linguistic, discursive and linguocultural. For successful psychological and social adaptation in a new cultural and linguistic space for a foreign student is extremely important at the initial level of education begin to master the basic linguistic and cultural concepts that reflect the culture of the speakers of the studied language and leads to the adoption of a different worldview. Thus, for successful communication, you need not only use phonetic, grammatical, syntactic and pragmatic rules of the language, but also you should have a clear idea of the conceptual picture of the world of the people, who speaks this language. It follows that the study of any foreign language should occur inextricably linked with the knowledge of culture, values and understanding of the native people of this language. The objective of the work is to formulate the key linguocultural principles of teaching Russian as a foreign language. To achieve this objective, the works of leading researchers in the field of linguistics, didactics, methods of teaching Russian as a foreign language have been analyzed. The research object is an inextricable link between learning a foreign language and the culture of its speakers. The research result is the proof of the need to learn a foreign language as being inextricably linked with knowledge of the culture, values and world outlook of the people - speakers of this language, as well as a list of basic linguocultural principles, on which teaching a foreign language, including Russian as a foreign language, should be based.
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Kawabata, Takako. "English Language Teachers in South Korea: Issues of Whiteness and Native-speakerness." Journal of English Language Teaching and Applied Linguistics 4, no. 4 (November 26, 2022): 102–6. http://dx.doi.org/10.32996/jeltal.2022.4.4.12.
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This paper examines the status and identity of teachers of English as a foreign language in South Korea. In many parts of the world, English is taught as a second, foreign, or additional language. The status of native and non-native English-speaking teachers is debated often. However, the dichotomy is not as straightforward as it might appear because the difference between native and non-native speakers does not sufficiently describe the identities, linguistic abilities, and teaching skills that those teachers possess. Cho (2012) described two critical considerations for male Korean-American teachers of English in South Korea: (1) linguistic capital and the ideal of native English speakers in Asian countries and (2) the social status and identity of Asian-Americans as members of minority groups in the United States. In order to transcend the idealisation of the West and to support learners and teachers in South Korea, this paper discusses issues of whiteness and native-speakerness in relation to the two issues that Cho described by examining the backgrounds and characteristics of Korean Americans as well as English-as-a-foreign-language education in South Korea. In addition, the paper discusses the teaching experience and the abilities of English teachers. The analysis identifies the benefits and risks of commodifying linguistic capital. The findings contribute to the developments of English-language education not only in East Asian countries but also in the rapidly globalising world of the modern age, in which English competence is more valuable than ever.
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Tanwin, Suwandy, and Rosliani Rosliani. "The Development of Indonesian Language Teaching Materials for Beginner Level of Foreign Speakers with Local Content." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 3 (September 25, 2020): 1600–1613. http://dx.doi.org/10.33258/birle.v3i3.1250.
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This research is motivated by the scarcity of Bahan Ajar Bahasa Indonesia Untuk Penutur Asing (BIPA), especially cultural-charged teaching materials. Therefore, the development of BIPA teaching materials is needed. The problems examined in this study are (1) how the process of developing BIPA teaching materials containing Batak culture for beginner-level foreign speakers, (2) how the final results of the development of BIPA-charged Batak culture materials for beginner-level foreign speakers, (3) how the materials are feasible BIPA teaching contains Batak culture for beginner-level foreign speakers. This research uses the Research and Development (R&D) approach which is carried out in five stages, namely: (1) preliminary survey, (2) initial prototype development, (3) product design, (4) product validation, (5) product revision and improvement. This study uses two data collection techniques, namely observation and interviews to obtain data on the needs of teaching material development and assessment of teaching material prototypes. The results of this study are as follows. First, the development of BIPA teaching materials with Batak culture for beginner-level foreign speakers is carried out in five stages, namely: (1) a preliminary survey with techniques for analyzing existing teaching materials, (2) initial prototype development, (3) product design, (4) product validation, and (5) product revision and improvement. Second, the prototype of teaching material is developed with three parts including (a) physical form, (b) book cover, (c) content / material content. Third, the evaluation from experts which includes the graphic aspect gets 89.29%. In the aspect of content/material obtained 78.57%. In the presentation aspect, it gets 83.33%. Aspects of language and readability, obtain 100.00%.
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Adinda, Rurani, Lukman, Ikhwan M. Said, and Gusnawaty. "Phonological Interference of Indonesian Consonants Into Korean." Theory and Practice in Language Studies 13, no. 1 (December 31, 2022): 137–44. http://dx.doi.org/10.17507/tpls.1301.16.
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Learning Korean as a foreign language requires accurate pronunciation. Korean language has 3 characteristics of consonants, namely basic consonants, fortic consonants, and aspirate consonants. This study aims to describe the phonological interference of consonants that occurs from Indonesian to Korean. This study uses a qualitative descriptive research method to find out what phonological transfers are found when Indonesian speakers pronounce words with three types of consonants in Korean. The subjects of this study were 5 Indonesian speakers who studied Korean. The five subjects were given a short story containing words with various consonants to read, and their voices were recorded. Analysis of the data showed that there were differences in the pronunciation of some Korean and Indonesian consonants in the phonological transfer when Korean was spoken by Indonesian speakers. There are 3 weak affirmative consonants in Korean /ㅈ j /, strong affirmative /ㅉc'/ and aspirational affirmative /ㅊ t h /, while in Indonesian there are 2 affirmative consonants, namely voiceless consonants /c/ and affirmative consonants /j/. This causes interference in the pronunciation of Korean by Indonesians. This research leads to the conclusion that factors causing mispronunciation include the application of Indonesian pronunciation rules when pronouncing Korean, because the sound of Korean phonemes are equated with similar Indonesian phonemes, and the lack of student training.
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Wang, Sue. "Project-based Language Learning: Email Exchanges between Non-native English Speakers." Theory and Practice in Language Studies 9, no. 8 (August 1, 2019): 941. http://dx.doi.org/10.17507/tpls.0908.07.
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his study presents the findings of an email exchange project between Chinese and Korean EFL college students. With the non-native speakers of English far outnumbered the native speakers, it is necessary to investigate the interactions between these non-native speakers whose communication is made possible only through English. 36 Chinese EFL college students participated in this e-pal project with a group of 28 Korean EFL college students. This paper reported the Chinese students’ perceptions and their attitudes towards interactions through email exchange with their non-native counterparts. Implications of using project as an approach in EFL learning and teaching is also discussed.
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Eom, Jin-suk. ""Diversification of 'Sipda' Expression Type for Teaching Korean as a Foreign Language - Through Analysis of Conversational Corpus by Korean Native Speakers -"." Hanminjok Emunhak 97 (September 30, 2022): 49–85. http://dx.doi.org/10.31821/hem.97.2.
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Surtikanti, Monika Widyastuti. "SCRUTINIZING COMPLIMENT RESPONSE STRATEGY IN TEACHING ENGLISH AS FOREIGN LANGUAGE IN INDONESIA." PRASASTI: Journal of Linguistics 7, no. 1 (April 18, 2022): 73. http://dx.doi.org/10.20961/prasasti.v7i1.53235.
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<span lang="EN-US">Teaching compliment expression might be challenging for Indonesian EFL teacher, especially presenting compliment responses in some certain context of situation. The present study aims at investigating the compliment response strategies in some learning resources used by English teachers in Indonesia. The subjects of this study are the two EFL textbooks written by non-native English speakers and the supplementary materials derived from two Youtube channels and two materials from online learning websites created by native English speakers</span><span lang="IN">.</span><span lang="EN-US">The findings revealed accepting was the common compliment response strategy represented in all learning resources. it is also noted that the supplementary materials have various compliment response strategies completed with the meta-pragmatic information on each dialogue. The study implied that the EFL students should be equipped with pragmatic and sociolinguistic information in order to achieve the successful communication. </span>
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Surtikanti, Monika Widyastuti. "SCRUTINIZING COMPLIMENT RESPONSE STRATEGY IN TEACHING ENGLISH AS FOREIGN LANGUAGE IN INDONESIA." PRASASTI: Journal of Linguistics 7, no. 1 (April 18, 2022): 73. http://dx.doi.org/10.20961/prasasti.v7i1.53235.
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<span lang="EN-US">Teaching compliment expression might be challenging for Indonesian EFL teacher, especially presenting compliment responses in some certain context of situation. The present study aims at investigating the compliment response strategies in some learning resources used by English teachers in Indonesia. The subjects of this study are the two EFL textbooks written by non-native English speakers and the supplementary materials derived from two Youtube channels and two materials from online learning websites created by native English speakers</span><span lang="IN">.</span><span lang="EN-US">The findings revealed accepting was the common compliment response strategy represented in all learning resources. it is also noted that the supplementary materials have various compliment response strategies completed with the meta-pragmatic information on each dialogue. The study implied that the EFL students should be equipped with pragmatic and sociolinguistic information in order to achieve the successful communication. </span>
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Ozbal, Bayram. "A book written in the 19th century to teach Turkish to German speakers: Praktisches Handbuch der osmanisch-tuerkischen Sprache." Cypriot Journal of Educational Sciences 15, no. 1 (February 29, 2020): 85–94. http://dx.doi.org/10.18844/cjes.v15i1.4584.
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This study aims to analyse the book Praktisches Handbuch der osmanisch-tuerkischen Sprache written by Adolf Wahrmund to teach Turkish to German speakers in terms of teaching Turkish as a foreign language. The first edition of the work was published in Giessen, Germany in 1869 by J. Ricker’sche Buchhandlung publishing house. The themes were created by analysing the data obtained from the study through content analysis. The work was examined under the theme headings, such as target audience, phonetics, grammar teaching, reading passages, speaking teaching, vocabulary teaching, exercises and cultural transfer. The themes first were defined and then they were exemplified and interpreted. The results of the study indicate that many skills (reading, speaking, vocabulary, grammar and pronunciation) were included, cultural transfer (formulaic expressions, idioms, proverbs, Nasreddin Hodja jokes, etc.) was emphasised and authentic materials (newspaper articles, letters of agreement, stories, etc.) were used in teaching Turkish as a foreign language in the work.
Keywords: Adolf Wahrmund, Praktisches Handbuch der osmanisch-tuerkischen Sprache, teaching Turkish as a foreign language, Turkish for Germans and German speakers.
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Jonalyn Tano Sad-ayan-Lacambra and Stephenie Ong Busbus. "Language Anxiety for Non-Native Speakers: A Review Paper." International Journal of Linguistics, Literature and Translation 5, no. 7 (July 7, 2022): 68–72. http://dx.doi.org/10.32996/ijllt.2022.5.7.8.
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Glocalization is a trend that requires individuals to be literate in their native languages and a target language. The use of a foreign language or a non-native language leads to language anxiety. This review paper aims to look into the commonalities and the gaps in the read studies. The researcher found that language anxiety happens in foreign language learning and teaching and at the macro-level of learning. With this, the studies used scales to measure the levels of anxiety of the respondents; they also aimed to study the precedents and effects of language anxiety and the coping strategies of learners and teachers to lessen language anxiety. Finally, gaps in the studies include a need for a language teaching anxiety focusing on macro skills of the teachers; mixed-method studies are rare for qualitative methods and a need to employ effective strategies to cope with language anxieties.
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Orakbayevna, Kaipbergenova Dilbar, MirzakulovIlxom Normuminovich, and Maxmudova Zulfiya Muxiddinovna. "English language teaching methodology for non-native speakers." Linguistics and Culture Review 5, S3 (December 15, 2021): 1721–25. http://dx.doi.org/10.21744/lingcure.v5ns3.1991.
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Main aim of the study was focused on the non-native English speakers and the difficulties they face while learning English as a second language (ESL) and the part of teachers. It is generally felt that the English language plays a vital role in the job market so it is mandatory to learn the language. when the students enroll for the courses to develop the language most of the time, they do not succeed because of various reasons like affecting teaching, lack of motivation, lack of practice sessions, poor training modules, etc. The method of relying on physical actions (Total physical response - TPR)developed by psychologist Jit is based on structural linguistics, behaviorism, and the humanistic direction in teaching, as well as on the position of psychology on the coordination of speech and physical actions that accompany it. The method develops the ideas of the natural method. Its essence lies in the fact that when teaching a foreign language, it is necessary to simulate the process of mastering children's native language, which is assimilated in parallel with the performance of appropriate physical actions. The perception of structures is facilitated if it is accompanied by actions performed by the teacher and students.
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Han, Yeji, and Kim McDonough. "Korean L2 speakers’ regulatory focus and oral task performance." International Review of Applied Linguistics in Language Teaching 56, no. 2 (May 25, 2018): 181–203. http://dx.doi.org/10.1515/iral-2015-0116.
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AbstractThe L2 motivation self system posits that motivation emerges from the dynamic interactions among a learner’s ideal L2 self, ought-to L2 self, and situated learning experience. Only a few studies to date have investigated the individual and combined impact of trait-based and task-induced motivation (i. e., situational motivation related to the immediate learning environment) on L2 performance. Therefore, the current study explored whether Korean L2 speakers’ trait-based and task-induced regulatory focus impacted their oral task performance. Vietnamese university students (N=62) studying Korean as a foreign language completed a questionnaire to assess their L2 instrumentality as being oriented toward prevention or promotion. They were randomly assigned to promotion or prevention task-induced conditions, and then carried out an oral task. The results indicated that whereas the participants’ general motivational tendencies did not impact their task performance, the task-induced prevention condition facilitated faster speech rate (i. e., fluency) and lower error rate (i. e., accuracy) than the promotion condition. Implications for further studies are discussed.
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Abdullaeva, Nasiba Xakimboyevna. "On The Principles And Methods Of Learning Writing In A Foreign Language (On The Example Of The Korean Language)." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 299–306. http://dx.doi.org/10.37547/tajssei/volume03issue04-44.
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Currently, teaching foreign languages is becoming relevant in connection with the introduction of new pedagogical. The student is faced with a number of facts related to the field of vocabulary, grammar, phonetics, and stylistics. In addition, simultaneously with the study of the language, one must also study the culture of its people - get acquainted with history, literature, economics, geography, everyday life, traditions, etc. The aim of this study is to explore innovative methods and techniques in teaching writing in Korean, and to determine the importance of learning Korean and writing literacy. The article reveals the features of teaching writing, namely active, passive and interactive methods and their application in the classroom in the Korean language.
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Kim, Eun-Jin. "A Study of Flipped Classroom Model for Korean Language as a foreign language Teaching Method." Journal of General Education 3 (June 30, 2016): 131. http://dx.doi.org/10.24173/jge.2016.06.3.131.
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Bosnar-Valković, Brigita. "TEACHING METHODS OF FOREIGN LANGUAGE ADULT LEARNERS DISLIKE." Tourism and hospitality management 7, no. 1-2 (December 2001): 47–52. http://dx.doi.org/10.20867/thm.7.1-2.4.
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Adults are demanding foreign language learners. My sample in the questionnaire consisted of 20 adult learners of German language in the hotel and tourism industry - false beginners and intermediate level learners. The questionnaire they were asked to fill in consisted of twelve questions asking the learners to admit to the teaching methods they dislike in learning German or would like to eliminate from the process in general. First of all they expect their learning to be an almost stress-free activity. In order to achieve that, as much as possible should be learnt in the classroom because they have difficulties reconciling home study with other duties. In the textbooks they need some instruction and equivalents in their native language to feel secure. Roleplays and listening to native speakers talking rapidly stresses them most. On the contrary, videotapes make them relaxed. Certainly there are some other things adult learners might dislike and it is very useful for the teacher to ask them about these things. The more you know about learners’ likes and dislikes, the more fulfilling and successful the process of acquiring foreign language skills will be.
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Fitriyah, Ida, Andayani Andayani, and Suyitno Suyitno. "Teaching Indonesian Language for Foreign Speakers through Video Conferencing during Pandemic: A Case Study." International Journal of English Literature and Social Sciences 7, no. 3 (2022): 027–32. http://dx.doi.org/10.22161/ijels.73.6.
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The Covid-19 pandemic has shifted all face-to-face learning in Indonesia to online learning. The shift has also happened in learning Indonesian for Foreign Speakers (BIPA). Online learning of BIPA, as a second language, made many teachers choose to use video conferencing. This study aimed to describe and explain the use of video conferencing, as well as the obstacles and solutions to BIPA learning at the Alam Bahasa Institute Yogyakarta during the Covid-19 pandemic. This study was qualitative research that employed a case study method at the Alam Bahasa Institute Yogyakarta. The research data were collected using documentation, interview, and observation. The data were validated using the method and source triangulation. The data were then presented using an interactive method. The results of this study revealed that students and teachers at Alam Bahasa Institute Yogyakarta used video conferencing software in conducting BIPA learning, there was an increased number of students using video conferencing, there was an expansion of the video conferencing software being used, and there were particular features of video conferencing software needed in the online learning of Indonesian for Foreign Speakers (BIPA). Meanwhile, the obstacles experienced by the students and teachers at Alam Bahasa Institute Yogyakarta were poor internet connection, power outages, and boredom. The offered solutions were to ensure the stability of the internet connection, reschedule classes affected by power outages, and provide rest time amid learning hours.
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Lee, Yeonjeong, and Jumi Lee. "A Study on the Needs of Teaching and Learning Neologism: Focusing on Foreign Students and Preparatory Korean Language Teachers." Korean Society of Culture and Convergence 44, no. 12 (December 31, 2022): 1061–72. http://dx.doi.org/10.33645/cnc.2022.12.44.12.1061.
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In this paper, the perception of neologism was investigated and analyzed for foreign undergraduates and foreign preliminary Korean teachers. The list of newly coined words prepared in previous studies was presented to foreign undergraduates to analyze vocabulary awareness and perception of neologism, and the recognition and educational needs of neologism were analyzed and listed in the same way for foreign Korean teachers. Both foreign undergraduates and foreign prospective Korean teachers had low awareness of neologism, but the demand for teaching and learning was high. Although there is a limitation in that the survey was conducted on limited subjects, it is meaningful that vocabulary recognition and vocabulary education needs were analyzed and listed as priorities. In the future, it is necessary to structure the vocabulary list of neologism for education by organizing the high-frequency vocabulary list used by undergraduate students in college.
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Nizamova, R. "Use of Internet Resources in Teaching a Foreign Language." Bulletin of Science and Practice 7, no. 4 (April 15, 2021): 444–49. http://dx.doi.org/10.33619/2414-2948/65/52.
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This article discusses the relevance of the use of modern Internet technologies in the teaching of foreign language and also analyzes the importance and effectiveness of the use of web technologies in the study of foreign language both in class and in the independent work of students. The author analyzes different points of view on the expediency of using information technology in the teaching of foreign language and expresses a comprehensive position on this issue, supported by illustrative examples of the positive effect of using modern technology. The author believes that using web resources, teachers greatly simplify the process of communication of students both among themselves and with native speakers, as students are able to communicate both in writing and orally through video conferences or social networks, and not only on the subject matter, but discovering situations of daily communication, as close to real-life communication as possible.
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Han, Joung-Youn. "A Study on ‘Ui’’ for Teaching Japanese KFL(Korean as Foreign Language) Learners." Comparative Japanese Studies 52 (September 30, 2021): 375–94. http://dx.doi.org/10.31634/cjs.2021.52.375.
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Li, Wei, and Wenying Jiang. "Requests Made by Australian Learners of Chinese as a Foreign Language." Journal of Language Teaching and Research 10, no. 1 (January 1, 2019): 23. http://dx.doi.org/10.17507/jltr.1001.03.
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This study examines how Australian learners of Chinese make requests as compared to those made by native speakers of Mandarin Chinese. Data were collected through a written production questionnaire comprising six situations. Results showed that learners and native speakers shared a preference for conventional indirectness. However, they favoured different strategy types in the realizations of requests. Moreover, native speakers tended to adjust their selection of request strategies according to social variables such as relative power, social distance, and rank of imposition, whereas learners displayed little sensitivity to social variables in the selection of request strategies. This study also provides some evidence of pragmatic development. Learners’ use of directness decreased but their use of conventional indirectness increased with increased proficiency. Moreover, learners’ acquisition of pragmalinguistic competence seemed to outperform their sociopragmatic competence. This study adds to the small body of research on requests by learners of Chinese as a foreign language. It highlights the importance of the inclusion of pragmatics in foreign language teaching.
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Harwati, Lusia Neti. "TEACHING METHOD INVESTIGATION OF LI YANG’S CRAZY ENGLISH." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 21, no. 2 (July 20, 2022): 202–10. http://dx.doi.org/10.21009/bahtera.212.06.
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Calls for more holistic research, especially ones that deal with English teaching and learning have increased in recent years. Through critical literature review, this study examines Li Yang’s crazy English, as a trend of English teaching in China. More specifically, it aims to discuss whether Li Yang’s crazy English is one of the “designer” methods and will produce proficient English speakers by proposing two research questions: (1) what is the nature of the “designer” methods? and (2) what specific strategies and what approach to foreign language teaching have the potential to improve learners’ communicative competence in Li Yang’s teaching method? The data have been analyzed and it is found that Li Yang’s crazy English can be categorized as one of the “designers” methods, which is, Total Physical Response (TPR) and failed to build learners’ communicative competence as the ultimate goal of foreign language teaching. The study recommends, therefore, the use of communicative approach in English teaching and learning processes to produce proficient English speakers
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Park, Mi Yung. "Teachers' Use of the Intimate Speech Style in the Korean Language Classroom." Korean Language in America 17, no. 1 (January 1, 2012): 55–83. http://dx.doi.org/10.2307/42922296.
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ABSTRACT Korean speech styles have been traditionally viewed as markers of hierarchical social relationships between a speaker and an addressee. In this view, Korean speakers select speech styles according to sociocultural relationships, such as age, social status, kinship, in-groupness, and outgroupness. On the other hand, more recent studies on this topic demonstrate that speakers employ a mixed use of speech styles even when interacting with the same addressees within a given situation. The data in this study demonstrate that Korean as a foreign language (KFL) teachers adopt the intimate style (panmal) in diverse contexts, such as when asking self-addressed questions, delivering exclamations, and discussing solidarity-building topics. In KFL classroom settings, teachers' use of the intimate style indexes (1) the speaker's internal thought and (2) the speaker's expression of solidarity with the listeners. This study offers insights into the indexical meanings of the intimate style in the KFL classroom and suggests practical pedagogical implications.
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Park, Mi Yung. "Teachers' Use of the Intimate Speech Style in the Korean Language Classroom." Korean Language in America 17, no. 1 (January 1, 2012): 55–83. http://dx.doi.org/10.2307/korelangamer.17.2012.0055.
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ABSTRACT Korean speech styles have been traditionally viewed as markers of hierarchical social relationships between a speaker and an addressee. In this view, Korean speakers select speech styles according to sociocultural relationships, such as age, social status, kinship, in-groupness, and outgroupness. On the other hand, more recent studies on this topic demonstrate that speakers employ a mixed use of speech styles even when interacting with the same addressees within a given situation. The data in this study demonstrate that Korean as a foreign language (KFL) teachers adopt the intimate style (panmal) in diverse contexts, such as when asking self-addressed questions, delivering exclamations, and discussing solidarity-building topics. In KFL classroom settings, teachers' use of the intimate style indexes (1) the speaker's internal thought and (2) the speaker's expression of solidarity with the listeners. This study offers insights into the indexical meanings of the intimate style in the KFL classroom and suggests practical pedagogical implications.
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Kim, Soohee. "When Keeping Up Means Falling Behind: The Dear Price of Stressing “Correct” Orthography in Teaching Korean as a Heritage Language." Korean Language in America 18, no. 1 (January 1, 2013): 71–91. http://dx.doi.org/10.2307/42922377.
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ABSTRACT Spelling and spacing in Korean pose great difficulty to learners, those who are acquiring Korean as a foreign or heritage language and native speakers alike. Fanned by its morphophonemic foundation turning increasingly phonetic in common practice and by exceptions to the rules, the wildfire of orthography has swiftly fallen into an uncontainable convention whereby mastery is practically unattainable. The highly technical nature of the guidelines, constant minor adjustments, and conflicting principles are all culpable. In this paper, I identify and detail major problematic factors (e.g., inconsistencies in rules, nominal and verbal compounds, dependent nouns and verbal endings) to demonstrate how unrealistic a goal it is to become “proficient” under the current orthographic system. Noting the many grammar professionals dispatched to train weekend school teachers in the U.S. mainly on spelling conventions, I suggest that the current system be tidied up and made accessible and that more resources be available for and attention paid to content in the teaching of heritage learners.
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Kim, Soohee. "When Keeping Up Means Falling Behind: The Dear Price of Stressing “Correct” Orthography in Teaching Korean as a Heritage Language." Korean Language in America 18, no. 1 (January 1, 2013): 71–91. http://dx.doi.org/10.2307/korelangamer.18.2013.0071.
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ABSTRACT Spelling and spacing in Korean pose great difficulty to learners, those who are acquiring Korean as a foreign or heritage language and native speakers alike. Fanned by its morphophonemic foundation turning increasingly phonetic in common practice and by exceptions to the rules, the wildfire of orthography has swiftly fallen into an uncontainable convention whereby mastery is practically unattainable. The highly technical nature of the guidelines, constant minor adjustments, and conflicting principles are all culpable. In this paper, I identify and detail major problematic factors (e.g., inconsistencies in rules, nominal and verbal compounds, dependent nouns and verbal endings) to demonstrate how unrealistic a goal it is to become “proficient” under the current orthographic system. Noting the many grammar professionals dispatched to train weekend school teachers in the U.S. mainly on spelling conventions, I suggest that the current system be tidied up and made accessible and that more resources be available for and attention paid to content in the teaching of heritage learners.
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Bhatti, Aisha, Sarimah Shamsudin, and Seriaznita Binti Mat Said. "Code-Switching: A Useful Foreign Language Teaching Tool in EFL Classrooms." English Language Teaching 11, no. 6 (May 14, 2018): 93. http://dx.doi.org/10.5539/elt.v11n6p93.
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In every society, language plays a vital role in communicating with each other as it allows speakers to expand their knowledge, deliver their ideas, opinions and feelings in the society. English, as a global language, provides a platform for communication for people who speak the language. Due to the growing trend in linguistic globalisation, bilingualism has become a very common phenomenon in today’s world. In bilingual communities all over the world, speakers frequently switch from one language to another to meet communication demands. This phenomenon of alternation between languages is known as code-switching. The present study aims to focus on the teachers’ use of code-switching as a language teaching tool in EFL classrooms in Pakistan. It also deals with the functions and types of code-switching in EFL classrooms. Four EFL speaking skill classes were observed, and audio was recorded and transcribed to analyse why and how code-switching was used in the classrooms. The analysis of classroom interaction transcripts revealed that teachers code-switched to maintain discipline, translate new words and build solidarity and intimate relationships with the students before, during and after the lessons. The study found that code-switching from L2 to L1 in the speaking classes did occur although English remained as the main medium of instruction. All the teachers consciously code-switched throughout their lectures. Teachers also code switched to Urdu after the lectures. Three types of code-switching occurred during the EFL classes: tag-switching, intra-sentential code-switching and inter-sentential switching. Hence, code-switching is a useful teaching tool in EFL classrooms to facilitate teaching and learning.
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Jin, Su-Hyun, and Chang Liu. "Intelligibility of American English Vowels and Consonants Spoken by International Students in the United States." Journal of Speech, Language, and Hearing Research 57, no. 2 (April 2014): 583–96. http://dx.doi.org/10.1044/2014_jslhr-h-13-0047.
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Purpose The purpose of this study was to examine the intelligibility of English consonants and vowels produced by Chinese-native (CN), and Korean-native (KN) students enrolled in American universities. Method 16 English-native (EN), 32 CN, and 32 KN speakers participated in this study. The intelligibility of 16 American English consonants and 16 vowels spoken by native and nonnative speakers of English was evaluated by EN listeners. All nonnative speakers also completed a survey of their language backgrounds. Results Although the intelligibility of consonants and diphthongs for nonnative speakers was comparable to that of native speakers, the intelligibility of monophthongs was significantly lower for CN and KN speakers than for EN speakers. Sociolinguistic factors such as the age of arrival in the United States and daily use of English, as well as a linguistic factor, difference in vowel space between native (L1) and nonnative (L2) language, partially contributed to vowel intelligibility for CN and KN groups. There was no significant correlation between the length of U.S. residency and phoneme intelligibility. Conclusion Results indicated that the major difficulty in phonemic production in English for Chinese and Korean speakers is with vowels rather than consonants. This might be useful for developing training methods to improve English intelligibility for foreign students in the United States.
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Starostina, Oksana, and Olena Horytska. "Peculiarities of teaching a foreign language to lawyers students." Linguistics and Culture Review 5, S4 (November 13, 2021): 881–90. http://dx.doi.org/10.21744/lingcure.v5ns4.1771.
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The language of law is a technical language, different from other technical languages such as mathematics or physics, as it is bound to the national legal system and has its own highly specialised terminology. In a language of special communication, the text is expressed in a special language or sub-language that is subject to specific syntactic, semantic and pragmatic rules. Purpose of the study: To examine the specific features of teaching a foreign language to lawyers students. A systematic review can be explained as a research method and process for identifying and critically evaluating relevant studies and for collecting and analysing data from those studies. An excellent result of teaching legal English involves providing students with the ability to formulate speech with specific terminology and to develop their thinking about the law. Here's why teachers encourage discussion and role-playing to improve students' oral expression. An excellent method of developing listening skills in the absence of native speakers is video. We use this method with our class and it has proved very effective in attaining communication purposes. Teachers design all kinds of exercises for students and apply them while watching or post-viewing videos.
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ByoungGyu Lee. "A study on the feature of grammar education in the Korean Language and the teaching Korean as a foreign language." Bilingual Research ll, no. 38 (October 2008): 389–417. http://dx.doi.org/10.17296/korbil.2008..38.389.
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Jansem, Anchalee. "The Feasibility of Foreign Language Online Instruction During the Covid-19 Pandemic: A Qualitative Case Study of Instructors’ and Students’ Reflections." International Education Studies 14, no. 4 (March 28, 2021): 93. http://dx.doi.org/10.5539/ies.v14n4p93.
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This small scale case study aimed at identifying the feasibility of foreign language online instruction during the abrupt change of teaching mode toward online platforms. The feasibility in this study involves the practicality and the possibility of and the concerns about language teaching and learning foreign language online as reflected by the instructors and the students. One instructor teaching as well as two students majoring each of the eight foreign languages including English, French, German, Chinese, Japanese, Korean, Khmer, and Vietnamese from an autonomous university in Bangkok, Thailand, voluntarily took part in this study. Data collected via semi-structured interviews and post-interviews written reflections indicated three levels of the practicality. The data showed the conditional likeliness of the possibility to carry on online teaching. The last finding presented concerns about foreign language online instruction. Further research is needed for a more complete understanding of the effects of online foreign language instruction in different social contexts.
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Gbènakpon, Sekoubaou Abel. "An Exploration of the Concept and Practice of Co-teaching in Public Secondary School EFL Classes in Benin." Journal of Language Teaching and Research 9, no. 4 (July 1, 2018): 765. http://dx.doi.org/10.17507/jltr.0904.13.
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Across Asia, in countries such as Japan, Korea, Taiwan, China, and Hong Kong, the practice of the Co- teaching model within English as a Foreign Language (EFL) classrooms has proved beneficial for both educators and learners. In those countries, having both native and non-native EFL teachers to develop and carry out lesson plans offers a great opportunity to build local teachers’ capacities and promote cultural exchange between teachers and within the classroom. For learners, the co-teaching model gives the possibility to hear pronunciation, as well as tones and rhythm, of a native speaker in English. While researchers have noted the benefits of this strategic approach in both teaching and learning English as a foreign language, in those aforementioned Asian countries, they have failed to specify if the practice can be generalized to other EFL countries around the world. To my knowledge, no research has been conducted on co-teaching in Benin. To fill this gap, this study, through qualitative and quantitative methods, aims to shed light on the prospects and challenges of co-teaching in Beninese secondary schools. As the co-teaching practice in Benin is only done by US Peace Corps TEFL Volunteers, the target population has consisted of thirty of them and forty of their counterparts. Valuable data has been collected through class observations, interviews and questionnaires over a six-month period. The findings have shown that even though there are challenges, the approach of co-teaching used in Benin is beneficial to both the team teachers and their learners. Finally, the study suggests ways to maximize the benefits of co-teaching and a few strategies to cope with challenges.