Jieun Kim Hi-Sun Kim University of Chicago 1 st 2 nd 3 rd 4 th 5 th - - PowerPoint PPT Presentation

Jieun Kim Hi-Sun Kim University of Chicago

1st

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year year 3rd

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year year 4th

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year year 5th

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semester 1st

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year – 2nd

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semester 2nd

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year – 1st

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semester 2nd

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year – 1st

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semester 4th

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year – 2nd

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semester 5th

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year – 1st

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semester 5th

th year –

year – 2nd

nd semester

semester

• Identifying the gap

 Survey Part 1: Teaching materials  Survey Part 2: Current curriculum

• Reducing the gap

 Sample materials  Discussion

2nd year (39 schools)

• Integrated Korean (31):

80%

• 서울대 교재(3): 8%
• You Speak Korean (2): 5%
• 서강대 교재 (1): 2%
• Modern Korean (1): 2%
• College Korean (1): 2%

3rd year (35 schools)

• Integrated Korean (15):

43%

• 서강대 교재 (5): 14%
• Multiple Textbooks (6):

17%

• Own materials (5): 14%
• You Speak Korean (1): 2%
• 이화대 교재 (1): 2%
• 연세대 교재 (1): 2%
• Modern Korean (1): 2%

In your 1 In your 1st

st/2nd semester of second/third year K

/2nd semester of second/third year Korean rean curric curriculu lum, what activ what activities and assign ties and assignments are inclu s are included? ed?

 explicit grammar instruction or lecture  dialogue performance (e.g. role play, task-based)  discussion on a given topic or reading  reading: conversation / dialogue format (e.g. textbook)  reading: essays or narration in a textbook  reading: edited/authentic material (e.g. literature, newspaper,

etc.)

 listening: conversation/ dialogue format (e.g. textbook)  audio-visual: informal speech (e.g. TV drama)  audio-visual: formal speech (e.g news, talk shows, etc.)  presentation or a report on a given topic  dialogue composition  short essay composition  term paper

Grammar

Dial Disc R: conv R: essay R: auth L: dial L: infor m L: form al Pres W: dial W: essay W: term

2nd year 2nd year 1st sem 1st sem

100% 100% 100% 100% 61% 61% 98% 98% 98% 98% 39% 39% 95% 95% 89% 89% 52% 52% 91% 91% 80% 80% 93% 93% 20% 20%

2nd year 2nd year 2nd sem 2nd sem

100% 100% 98% 98% 75% 75% 95% 95% 100% 100% 57% 57% 98% 98% 89% 89% 59% 59% 93% 93% 89% 89% 98% 98% 20% 20%

0% ‐2% +14% ‐3% +2% +18% +3% 0% +7% +2% +9% +5% 0%

• Characteristics of 2nd year curriculum
• Textbook reliant

(grammar, dialogue, conversation reading)

• 1st and 2nd semester changes
• Authentic reading materials
• In-class discussion
• Writing: Dialogue

Grammar Dial

Disc R: conv R: essay R: auth L: dial L: infor m L: form al Pres W: dial W: essay W: term

2nd year 2nd year 2nd sem 2nd sem 100%

98% 75% 95% 100% 57% 98% 89% 59% 93% 89% 98% 20%

3rd year 3rd year 1st sem 1st sem

77% 71% 94% 77% 94% 86% 80% 89% 86% 100% 66% 100% 54% ‐33% ‐27% +19% ‐18% ‐6% +29% ‐18% 0% +27% +7% ‐23% +2% +34%

• Characteristics of 3rd year curriculum
• Reading - Discussion – Essay – Presentation focus
• 2nd year 3rd year gap
• Minus: Grammar / Dialogue related speaking, reading,

listening, & writing (- Interpersonal mode)

• Plus: Authentic reading / formal listening / term paper*

/ discussion (formal) (+interpretive & + presentational)

2nd year 3rd year gap

• Minus: Grammar / Dialogue related

speaking, reading, listening, & writing (- Interpersonal mode)

• Plus: Authentic reading / formal

listening / term paper* / discussion (formal)

(+interpretive & + presentational)

 2nd year: Integrated Korean Intermediate 2,

L13.결혼

 3rd year: Integrated Korean Advanced

Intermediate 1, L2. 노래방

 Reading materials: 2nd versus 3rd

• Length in text
• Length in sentences (increase in

connectives)

• Words – phrases - collocation
• Structures and phrases in written form

Sample material for 2-2

• Length of reading and sentences
• Descriptive or narrative writing versus

argument writing

• Structures and phrases for writing

 첫째…둘째… 반면에  -다/라고 생각한다; 다/라고 (말)한다  -다/라는 것을 알게 되었다  -다/라는 것이다  -에 대해서, -기 때문이다  그 이유는 다음과 같다. –는 무엇일까?

2nd year 3rd year gap

 Minus: Grammar / Dialogue related

speaking, reading, listening, & writing

 Plus: Authentic reading / formal listening /

term paper* / discussion (formal) (+interpretive & + presentational)

(- Interpersonal mode)

 Advance Dialogue Unit lesson

 Pre-class Reading assignment

(drama background info)

 Lecture and discussion

• Watch in class
• Identify relationship and situation and

language (speech level)

• Target structure lecture & discussion

 Informal Speech level review: ex) -아/어 vs –다  Characteristics of Spoken language : word order, & Pronunciation  Sentence ending: -네, -구나, -거든, -잖아  2nd year grammar review : ex) -을 줄 몰랐다; 을 걸 그랬다  Culture: 하숙 vs 기숙사

 Activity 1:

• Multiple choice task of sentence endings &

discussion

 Activity 2:

• Sequel from a scene & performance

(intonation practice)

 Assessment

• Writing dialogue based on given written

context and performance

 Formal Speech level review (first day at work)  Spoken vs own thoughts  2nd year grammar review: ex) -ㄴ가 보다, -대요 vs -다고 하다  Culture: 회식; 결혼과 나이; 사고 치다-속도 위반

 Speech level between different age  2nd year grammar: ex) -ㄴ 거야  Culture: 한국 대학 생활- 동아리, 학번, ~대 나오다

 Material sharing

(2nd & 3rd year)

 Media lesson activity & assessment  Material searching know-hows (e.g. news)  small group presentation

2nd

nd year –

year – 1nd

nd semester

semester 2nd

nd year –

year – 2nd

nd semester

semester 3rd

rd year

year – 1st

st semester

semester 3rd

rd year –

year – 2nd

nd semester

semester

2nd

nd year –

year – 1nd

nd semester

semester 2nd

nd year –

year – 2nd

nd semester

semester

(+interpretive & + presentational)

3rd

rd year

year – 1st

st semester

semester 3rd

rd year –

year – 2nd

nd semester

semester

2nd

nd year –

year – 1nd

nd semester

semester 2nd

nd year –

year – 2nd

nd semester

semester

+interpretive +interpretive + presenta + presentational tional

3rd

rd year

year – 1st

st semester

semester +interpersonal +interpersonal 3rd

rd year –

year – 2nd

nd semester

semester

Grammar Dial Disc R: conv R: essay R: auth L: dial L: infor m L: form al Pres W: dial W: essay W: term

3rd year 3rd year 1st sem 1st sem

77% 71% 94% 77% 94% 86% 80% 89% 86% 100% 66% 100% 54%

3rd year 3rd year 2nd sem 2nd sem

76% 76% 97% 74% 97% 91% 82% 91% 94% 100% 68% 100% 53% ‐1% +5% +3% ‐3% +3% +5% +2% +2% +8% 0% +2% 0% ‐1%

• 3rd to 4th year transitional needs:
• Reading authentic materials
• Formal listening
• Presentation skills
• Writing term papers

 Communications

• Interpersonal
• Interpretive
• Presentational

 Cultures  Connections  Comparisons  Community

1st

st year

year 2nd

nd year

year 3rd

rd year

year 4th

th & 5

& 5th

th year

year

Communication

• Interpersonal
• Interpretive
• Presentational

Cultures Connections Comparisons Community Communication

• Interpersonal
• Interpretive
• Presentational

Cultures Comparisons Connections Community Communication

• Interpersonal
• Interpretive
• Presentational

Cultures Comparisons Community Connections Communication

• Interpersonal
• Interpretive
• Presentational

Cultures Connections Comparisons Community