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Teacher Training Workshop Abstract-1 Teaching Korean Grammar in Context: Teaching of –myen and –ttay Sahie Kang Defense Language Institute
Foreign Language Center
–myen and –ttay are chosen because
American students often misunderstand the usages of these two grammar
points. Traditionally these
two grammar points were introduced by the translations, “if”
for –myen and
“when/while” for –ttay. Without any pragmatic explanation,
students often become confused with their various functions and misuse one
of them in the place of the other.
Obviously their functions overlap in some situations but not all
the time. Also their
functions parallel their English counterparts sometimes, but not all the
time. This means that
students would make errors unless different pragmatic functions of these
two forms are taught. This workshop will offer the audience a rationale and practical ideas for teaching grammar not in isolation but in context, so students can actually communicate with native speakers by using appropriate grammar patterns in different kinds of functional situations. To lay the groundwork
for a more effective approach, the workshop will address the teaching of
grammar from the perspective of adult learning theory. Then, the presenter will walk
the audience through two ways of teaching: the deductive approach and
inductive approach, which are given in a detailed step-by-step description
below. All tasks and related
authentic materials will be provided. A. Deductive Way 1.The different functions
of two grammar points will be explained in English first.
2.The two grammar points
will be presented within a context of real language usage, i.e.
conversation or passage.
Then, students practice patterns according to different pragmatic
functions. 3. Students engage in
real life tasks with four-skill (reading, listening, speaking, and
writing) integration where all different pragmatic functions are involved.
4. Students do different
role-plays in which different pragmatic functions can be used. B. Inductive Way 1.The two grammar points
will be presented within authentic writing or speaking, which includes
different functions of the two grammar points. 2. Students induct the
pragmatic functions of grammar points, and they come up with some
pragmatic rules in their own language (English). 3. Students engage in
real life tasks with four-skill integration where all different pragmatic
functions are involved. 4. Students do different
role-plays in which different pragmatic functions can be used. Decades of research have suggested that grammar taught in isolation has little, if any, effect on most students' learning for target language proficiency. Also, at DLI, experienced students who seemingly mastered grammar points often had difficulties in using proper grammar points in proper situations, in communicating with native speakers, or in understanding them. With the new curriculum, which has been implemented since 1997 at DLI, the method of teaching grammar in context with various grammar points has been successfully implemented and taught. It has been well received by students because it allows students to function in real life situations, and it elevates students’ motivation level. Rather than giving tedious grammar instruction, instructors help students to function in the target language. Above all, the method has raised students’ speaking proficiency levels significantly for the last 4 years. Abstract-2 Lesson on the -umyen Construction Soohee Kim University of Washington In this workshop, I will
demonstrate a teaching method I have been using in the classroom to teach
non-heritage (absolute novice) learners of Korean. I have chosen 으면 and
을
때 as
target constructions for two reasons. One, their English translation (if and
when, respectively) does not always correspond to the Korean
으면 or
을
때 (i.e.,
usage difference), and two, each of these constructions involve some
idiomatic expressions that may be yet another source of confusion. In this workshop, I will try to
clarify the different use of the two constructions. In actuality, the two
constructions 으면 and
을
때 should
be introduced in two separate lessons as learners have trouble learning
similar constructions that are introduced back to back. Below, I present a lesson plan for
the 으면
construction, which involves increasing complexity of the exercise and
decreasing dependency on the teacher. Vocabulary used in the lesson is
adopted from Integrated Korean Beginning II (University of Hawai’i
Press). ①
Introduction:
Write [grammar point: 으면 =
if/when] on the board. (Students should already have read this grammar
explanation at home). ②
Basic
Form Practice (a) To
familiarize students with conjugation, after introducing a few model
examples, present dictionary form and have the students conjugate them in
으면 form
(oral only). Regular
Verb/Adjective
C-ending: 먹,
읽,
닫,
입,
좋,
싫,
앉 V-ending:
가,
크,
마시,
예쁘,
배고프,
쓰,
비싸
ㄹ-ending:
알,
살,
길 Irregular
Verb/Adjective
ㄷ-듣,
걷
/ ㅂ-춥,
덥
/ㅎ-하얗 (b) Give
a practice slip to students for simple conjugation exercise. The slip
should have more regular and irregular verbs and adjectives in their
citation form (written). ③ Context
practice: After introducing a few model examples, invite students to
answer the teacher’s question or complete the unfinished sentence the
teacher presents. · 배가
고프면
피자를
먹어요. · __________
새
신발을
사세요.
(Prompt students with a quiet “언제?”) · __________
공부하세요. / __________ 주스
마시세요. ④
Assigning tasks: Students should be able to use the new construction in
relevant situations. Hand out slips with various situations. · 어떻게
하겠어요?
Ask your partner what they would do if… · ex: 우산이
없는데
비가
오면
어떻게
하겠어요? · you
haven’t taken a shower and your friend comes to your house · your
car breaks down on the way to school · you
have no money but you’re hungry ⑤
Closure: Ask a pair of students to demonstrate their question and answer
for the rest of the class. ⑥ Assign
translation homework for review practice
으면 as a
sentential subject may be introduced as an independent lesson in the
future. ex.
한
학기에
5과목
들으면
너무
많지
않아요?
Isn’t it too much to take 5 classes per quarter? The
을
때 lesson
has a similar structure; in the 을
때 lesson,
which should come after, emphasis should be placed on 때
involving
a more general time frame, whereas 으면
involves specific and individualized incidents. 머리가
아플
때
보통
무슨
약
먹어요? vs. 머리가
아프면
약
드세요. Abstract-3
Abstract-4 USING
FOCUS ON FORM IN
TEACHING KOREAN RELATIVE CLAUSES Young-Geun Lee
Dept
of East Asian Languages & Literatures
University
of Hawaii at Manoa
In this paper, I will present ‘Focus on form’ as a methodological
principle that I would employ in teaching relative clauses in L2
Korean. 1.
The target of the
focus on form should arise incidentally in the otherwise content-based
lesson. 2.
The primary or
“overriding” focus should remain on meaning or communication. 3.
The teacher should
draw students’ attention to form rather than leaving it to chance that
students will notice linguistic features without any pedagogic assistance.
It should be noted
then that (1) the target forms, i.e., relative clauses, should arise
incidentally in the context of communication; (2) students should be
developmentally ready to learn relative clauses; and (3) a teacher should
notice students making errors that are systematic, pervasive and
remediable. In addition, whenever errors are made, appropriate types of
pedagogical interventions, e.g., recast, are to be made to draw students’
attention to the relative clause in question. Assuming these conditions
are met, we could design some tasks in which use of the relative clause is
required to complete the task. Here, I will focus only on the modifier ‘V
+ -nun’, which is the present tense for verbs. The other forms of relative
clauses can also be dealt with in similar ways. To illustrate,
students are grouped in pairs and each member of the pair is given the
same picture of a group of people, but only half of the people’s names are
given in one picture and the other half in the other. Students are
required to find out the missing names by asking each other, e.g., “Who is
the person riding a bicycle?” or “The person who wears glasses is Mrs.
Steve.” In doing so, they are called upon using the target form, i.e.,
relative clause. Teacher may demonstrate with one representative student
before they begin. During the activity,
the teacher may move around the room, and whenever a student or students
make(s) an error in relative clauses, the teacher can employ various types
of focus on form techniques, e.g., repeating the error with rising
intonation to draw students’ attention to the form (focused recast) or
requesting clarification, e.g., “the person who …?” or ., simply providing
the correct form without interrupting interaction (recast), or briefly
interrupting the communication and then writing the rules on the board to
draw the students’ attention. Similarly, students
can bring their family photo and describe the people in the picture. The
activities described above can be preceded by listening tasks during which
students are asked to identify the people who are doing different
activities in the picture. There are, of course, other types of focus on
form we can use. For instance, in reading materials, all the relative
clauses can be highlighted or underlined or bold-typed (input enhancement)
to make them more salient. (i) Years of teaching
Korean:
15 years (ii) Relative clauses
in L2 Korean are among the most difficult, yet essential, areas to cover
in the Korean language pedagogy. (iii) Recently, the
benefits of ‘focus on form’, which connects grammatical form to meaning
during primarily communicative tasks, has been widely known in classroom
second language acquisition research (see, e.g., Doughty and Williams,
1998c). Here are the
step-by-step procedures for FonF I will be taking during the
demonstration: Describing a person or a thing among
many others in a picture Note: 1. The entire lessons will take
more than a couple of days.
2. Various types of FonF techniques are given in *italics* (Italics
cannot be displayed here, so
** before and after the word are used.) Step 1 Teacher explains that today's lesson
is on how to describe a person among many others. Teacher then tells students to listen
carefully to the three sample narratives, tape-recorded
by NSs explaining pictures of their
family members or friends. Play the tape through twice. The point is to
help students to get feel, but not to understand everything.
Step 2
Teacher displays a series of three
simple pictures on the OHP, one at a time. The teacher then reads out
picture descriptions fragments, e.g., 4 for each picture, twice each at
first, and students guess who or what the person or the thing is (*Input
flood*). The teacher
then repeats that description twice stressing the relative clause in
question and pointing his/her finger on the OHP or using gestures. This is
to draw students' attention to the target form (*Input enhancement*).
Sample items
(bold type in ^stress^): 1. Ankyeng.ul ^ssun^ salam.i ce
tongsayng.i.yey.yo (among 4 people). 2. Chayksang.wuy.ey ^iss.nun^ wusan.i
ce wusan.i.yey.yo (among 4 things). Step 3
Teacher displays a series of three new
simple pictures on the OHP, one at a time. Same procedures as for Step 2, except that
this time, after each one, the teacher will ask the class,
gradually shifting to individual
students, a question after each one, e.g., Who is Minji?
Step 4
Divide the students into a pair. Each
member of the pair is given a copy of one version of the
picture, which has 4 names out of 8
people plus the descriptions of the 4 people. One of the
pair then reads out the description of
one person, while the other member identifies it in the his/her version of
the same picture, which does not have the person's name on it. Then
reverse the giver and receiver roles for the second item, and so on. In
the written description, all of the relativizers are printed in bold types
(*Input enhancement* in written mode). The teacher demonstrates the
procedure first with one of the students. Students do
the same thing with the different picture, except that this time, there is
no description printed in the picture. So, they have to describe 4 people
in the picture while the other member of each pair identifies the
pictures. Tell students to ask the other member comprehension questions or
confirmation checks whenever necessary, e.g., 'ankyeng ssun salam.i.yo?'
During the pair activity, the teacher moves around the room and monitors
students. Whenever (a)
student(s) make(s) an error on the relativization, the teacher treats the
error through different types of negative feedback depending on the
context, which might include: (1) giving the correct forms, i.e., relative
clause, with or without stress without interrupting the interaction
between students ((*Focused*) *Recast*), (2) drawing the student's
attention to the target form either by asking, ?'nwugwuyo?' or by simply
repeating the error, e.g., 'moca.lul sse..?', or (3) briefly interrupting
the class and writing/explaining the rule of relativization on the board.
The point is that whenever (a) student(s) make(s) an error, the teacher
draws his/her/their attention to the target form by providing negative
feedback, implicit or explicit, on the individual basis or as a whole
class. Step 5
Students are
told to bring to class their family or friends picture and describe the
people or the things in the picture, one by one. REFERENCES
Doughty,
C., & Varela, E. (1998). Communicative focus on form. In D. C. &
J. Williams (Eds.), Doughty,
C., & Williams, J. (1998a).
Issues and terminology. In C. Doughty & J. Williams Doughty,
C., & Williams, J. (1998b).
Pedagogical choices in focus in form. In C. Doughty & J. Doughty,
C., & Williams,
J. (Eds.). (1998c).
Focus on form in classroom second language Long,
M. H. (1991). Focus on form: A design feature in language teaching
methodology. In K. Long,
M. H. (1998). Focus on form in task-based language teaching, University
of Hawaii Long,
M. H., & Robinson, P. (1998). Focus on form: Theory, research and
practice. In C. Abstract-5 Vocabulary-building Activities
Bo Y. Park Defense Language Institute Foreign Language Center Through interaction with participants, the presenter will demonstrate four Sino-Korean vocabulary activities for American students who are learning Korean. These activities are designed to be beneficial for students’ long-term memory and improving students’ performance in practical situation. The first activity is to write the English meanings of ten two-syllable Sino-Korean words written in Korean, related to military, after knowing the meaning of one Sino-Korean syllable, which denotes “military.” The students will be given the meanings of the ten secondary Sino-Korean syllables. The second activities is to write the English meanings of ten two-syllable Sino-Korean words written in Korean, related to electricity, after knowing the meaning of one Sino-Korean syllable, which indicates “electricity.” The students will be given the meanings of the ten secondary Sino-Korean syllables as in the first activity. After each of the two above-mentioned activities, the presenter will demonstrate how the knowledge gained through the activity is useful, using the authentic materials (Korean newspaper and magazine articles.) The third activity is the reverse of the first and second activities. The purpose of this activity is to write the meanings of ten English words in Korean after looking at the meanings of seven individual Sino-Korean syllables. The seven Sino-Korean syllables are written in Korean followed Chinese characters in parentheses. The fourth activity is a variation of the second activity. It is to write the English meanings of the ten two-syllable Sino-Korean words, which have secondary syllables that do not mean electricity, blacked out. Students are supposed to write the meanings of the ten Sino-Korean words after knowing the meaning of the one primary Sino-Korean syllable and those of the ten secondary Sino-Korean syllables. This session will contribute to the field of teaching Korean as follows: First, it will present the importance of vocabulary activities, based on morphological analysis, which illuminate the meaning of the Sino-Korean vocabulary. Second, it will lead participants to gain a hands-on knowledge of how to do the analysis and how to increase the students’ knowledge of the Sino-Korean words through vocabulary activities in context. Abstract-6 Workshop
Demonstration – Teaching of Specific Grammar Points Craig Merrill UCLA/Los Angeles Unified School District I have been teaching Korean in the Los Angeles Unified
School District for twelve years.
I have taught Korean in a modified bilingual program, a pullout
program, and in the Korean/English Dual Language Program. I have taught using a variety of
techniques including grammar based, content based, communicative, and
natural approaches. I have
used these techniques individually and in combination with one
another. My experience and research in the area of language
education indicates that an eclectic approach in the classroom has greater
potential for success.
Language learners are able to integrate knowledge and information
to varying degrees in a variety of different ways. Some will develop language
proficiency through kinesthetic and sensory activities, some through
auditory experience, and others perhaps through the purely
theoretical. Meeting the
needs of all these students requires use of multiple techniques. The presentation will demonstrate the teaching of
specific grammar points, namely the appropriate uses of kata and
ota in Korean. The
teaching of kata and ota will entail instruction utilizing
the various modalities, individually and in conjunction with each
other. The entirety of the
presentation stresses the absolute importance of a multi-faceted approach
and how such an approach can be applied to the teaching of a specific
grammatical point. The presentation will begin with a description of the presenter’s background, the importance of addressing multiple modalities, and a brief introduction of each of the modalities, properly defining its role and application in language acquisition. The definition of the terms will be followed by concrete instructional examples as described in the following outline. The order of the presentation generally conforms to that occurring in the Korean/English Dual Language Program, and for that matter, in most dual language programs. The presentation will also demonstrate how instruction to each of the modalities reinforces instruction in other areas as well. Presentation II. Introduction B. Personal background C. Importance of addressing multiple modalities D. Definition of Terms III. Demonstration B. Aural Structured activities to provide various listening activities. C. Oral Structured activities to support speech production with the teacher, other students, singing songs, etc. D. Visual Visual activities include viewing of movies, diagrams, overhead, posters E. Kinesthetic Using motion to reinforce learning F. Tactile Use of model representations to facilitate conceptualization G. Grammar Based Utilizing linguistic descriptions, grammaticalization, and techniques such as conversation analysis. IV. Conclusion B. Approaches A through F have been used successfully in dual language and language immersion programs successfully for the past 20 years. This is supported by researchers such as Collier, Thomas, Cummins, Genesee, and Krashen C. Recently, Cummins (1999) proposed a grammar-based methodology be added to supplement the multi-faceted approach already in use in such programs. D. The suggestion that a grammar-based component be included supports the notion that learning does in fact take place under a variety of conditions.
CONFERENCE Abstract-1 Developing a business
Korean course based on a systematic approach Andrew Sangpil
Byon The University of
Michigan at Ann Arbor The topic of this
research is related to ‘new development in curriculum designing and its
applicability to Korean.’ Abstract-2 Increasing Korean Oral Fluency Using
an Electronic Bulletin Board and Wimba-Based Voice Chat Sunah Park Cho and Stephen Carey University of British Columbia e-mail: sunah@interchange.ubc.ca The websites for Korean 102, 104, 200, 300 also incorporate an asynchronous Bulletin Board and an asynchronous voice forum called Wimba. The Bulletin Board is a threaded discussion forum that allows students to participate in discreet course-related topics any time from any place. Wimba is the first program developed to create voice message boards. It uses a free-to-install Java Applet, which runs in Internet Explorer, Netscape and AOL browsers. A user can hear messages and record his or her own voice at any time. This paper will analyze the discourse of the Bulletin Board to demonstrate improvement in students' reading and writing skills, and show how UBC's Korean courses and associated websites use Wimba to improve students' listening and speaking skills. Based on a detailed questionnaire that was administered to all students and a complete analysis of the Bulletin Board postings, the authors can demonstrate the following benefits to students from participation in the WebCT Bulletin Board 1) Computer Literacy (Internet Access) 2) Activity-based Discourse (Building Reading and Writing Skills) 3) Collaborative Learning (Building a Sense of Community). The benefits gained from using Wimba-based voice chat in the course websites can be summarized as follows: 1) Convenience 2) Increased Accuracy and Fluency in Listening and Speaking 3) Relief From Oral Exam Anxiety In particular, this paper focuses on the progress of students in Korean 104, a course taught directly by the author over the past two semesters. This paper seeks to illustrate how language teachers can apply and implement technology as a supplement to in-class course work in order to help students learn more effectively the target language and course content. Abstract-3 SUNY at Buffalo Interactive online exercises have two distinct features from traditional paper-and-pencil exercises: they are ‘interactive’ and available ‘online’. They are interactive in that their answers are automatically corrected (possibly with explanations) on the spot: students need not wait till the teacher corrects and returns them back. They are available online so that students can practice repeatedly at the time and place of their choice without any pressure or intimidation from their peers or the teacher, which non-heritage students are often faced with in a classroom environment. In other words, interactive online exercises can provide both anonymity and continuing feedback to those who need additional help and encouragement. We have developed 125 online exercises based on the textbooks for the four first- and second-year courses (KOR101, 102, 201, 202). The exercises are listed on the online syllabus for each course along with the course schedule so that students know which exercises to do and when to do them. The exercises are also cross-listed according to the type, i.e., 1) new words and expressions, 2) grammar/pattern drills, 3) conversation drills, and 4) reading comprehension. So, a student of 201, for example, can visit the grammar drill section and practice an old piece of grammar (e.g., subject particles) that she/he learned in 101. We started having these exercises available in Fall 2000 and recommended, but not required, the students to do them as addition sources of practice. Then we kept a close track of the online activities by the students of 201. KOR201 has traditionally been a critical course to non-heritage learners where the number of them drops drastically (approximately 30-40% to 15% in 2000) and even the survivors have a very difficult time.
To summarize the result, which was shown in the table above, 60% of the registered students did the exercises regularly, namely, at least once per lesson. Interestingly, the top 15% who did the most of the exercises (80% of them) were all non-heritage students. Through personal communications, they all reported that these online exercises were highly helpful in improving their language skills, getting them better scores in the tests and hence better grades in class, and most of all, building self-confidence. Also, they are fun to do. Of course, this result is only preliminary, based on a one-semester observation. However, it shows a strong potential of the online exercises as a supplementary tool and material to the classroom activities that have limitations in equally serving different groups of learners. Another advantage of the online exercises is that they can easily be coupled by audio files, which then can provide a crucial assistance to non-heritage learners, who usually fall behind in their listening skills. Abstract-4 InJung
Cho Monash
University Like other languages, the Korean language has adopted many words from English, and the number of the loanwords has greatly increased as a result of accelerated global communication in the Internet era. English loanwords in Korean have the potential of helping English speaking learners to quickly expand the size of their Korean vocabulary. That is, native knowledge of English can give learners a built-in lexicon of many of the high frequency words in Korean such as 버스(bus), 아이스크림(ice cream), 커피(coffee), 뉴스(news), 세미나(seminar), 리포트(report), 스커트(skirt). (1)
learners should be encouraged to employ more effective ways to improve
their acquisition of Korean vocabulary by using the loanwords and;
(2) Korean learning materials should employ a different font for loanwords.
Abstract-5
Culture in Language vs. Language in Culture Sungdai
Cho SUNY
at Binghamton sundy@binghamton.edu References Atkins, D. 2000. TESOL and Culture. TESOL Quarterly 33:625-654. Brown, H. 1994. Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents. Cho, Sungdai. 2001. Korean Language in Culture and Society. In Ho-min Sohn (eds.). Chapter 4. Salient Features of Korean. University of Hawaii Press. Jordan, Eleanor H. and A. Ronald Walton. 1987. “Truly Foreign Language: Instructional Challenges” PP 110-124. Richard Lambert ed. The Annals of the American Academy of political and Social Science: Foreign Language a National Agenda. Sage Publications: Beverly Hills, CA. Hammerly, Hector. 1982. Synthesis in Second Language Learning. Second Language Publication: Blaine, Washington. Holliday, A. 1994. Appropriate Methodology in Social Context. Cambridge: Cambridge University Press. Hinkel, E. 1999. Culture in Second Language Teaching and Learning. New York, NY:Cambridge University Press. Kubota, R. 1999. Japanese Culture Constructed by Discourses: Implication for Applied Linguistics research and ELT. TESOL Quarterly 33:9-35. Seelye, H. Ned. 1985 Teaching Culture. Lincolnwood, Illinois. National Textbook Company. Walker, Galal. 1989. “The Less Commonly Taught Languages in the Context of American Pedagogy.” Helen Lepke ed. Shaping the Future: Challenges and Opportunities. Middlebury: Northeast Conference. Walker, Galal. 2000. Performed Culture: Learning to Participate in Another Culture. in Richard D. Lambert and Elana Shohamy (eds), Language Policy and pedagogy, John Benjamins: Philadelphia. Walker, Galal and Scott McGinnis. 1995. Learning Less Commonly Taught Languages: An Agreement on the Bases for the Training of Teachers. Columbus, OH: OSU Foreign Language Publications.
Abstract-6 Teaching Sound Symbolism in Korean Classes Young-mee Yu Cho Rutgers
University English does not manifest a systematic pattern of sound symbolism. Sound symbolism in a language, however, often goes beyond the onomatopoetic and extends to words that denote subjective impressions of smell, taste, color, size, mood, movement, shape and other perceptual and psychological experiences, and even to what Martin calls, “the looks, or the feel of a situation’ (Martin 1992, 340). Korean, along with Japanese, has one of the most extensive systems of sound-symbolism, also known as the mimetic vocabulary. The mimetic vocabulary of Korean consists of several thousand sound-imitating (UUisOngO’) and manner-symbolic (‘Uit’aeO’) words. Sound-imitating words are more obvious than manner-symbolic words, but there are examples of the latter category in English as well. |
