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

1 st 2 nd 3 rd 4 th 5 th st nd rd th th year year year year year year year year year year

st year nd year 1 st year 2 nd year th year th year 3 rd rd year year 4 th year 5 th year

st year st semester st year – nd semester 1 st year – 1 st semester 1 st year – 2 nd semester nd year – st semester nd year – nd semester 2 nd year – 1 st semester 2 nd year – 2 nd semester rd year st semester rd year – nd semester 3 rd year – 1 st semester 3 rd year – 2 nd semester th year – st semester th year – nd semester 4 th year – 1 st semester 4 th year – 2 nd semester th year – st semester th year – nd semester 5 th year – 1 st semester 5 th year – 2 nd semester

◦ Identifying the gap  Survey Part 1: Teaching materials  Survey Part 2: Current curriculum ◦ Reducing the gap  Sample materials  Discussion

2 nd year (39 schools) 3 rd year (35 schools) •Integrated Korean (31): •Integrated Korean (15): 80% 43% • 서울대 교재 (3): 8% • 서강대 교재 (5): 14% •You Speak Korean (2): 5% •Multiple Textbooks (6): 17% • 서강대 교재 (1): 2% •Own materials (5): 14% •Modern Korean (1): 2% •You Speak Korean (1): 2% •College Korean (1): 2% • 이화대 교재 (1): 2% • 연세대 교재 (1): 2% •Modern Korean (1): 2%

In your 1 In your 1 st 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

L: L: R: R: R: L: infor form W: W: W: Dial Disc conv essay auth dial m al Pres dial essay term Grammar 2nd year 2nd year 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% 1st sem 1st sem 2nd year 2nd year 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% 2nd sem 2nd sem 0% ‐ 2% +14% ‐ 3% +2% +18% +3% 0% +7% +2% +9% +5% 0% • Characteristics of 2 nd year curriculum • Textbook reliant (grammar, dialogue, conversation reading) • 1 st and 2 nd semester changes • Authentic reading materials • In-class discussion • Writing: Dialogue

L: L: R: R: R: L: infor form W: W: W: Grammar Dial Disc conv essay auth dial m al Pres dial essay term 2nd year 2nd year 2nd sem 100% 2nd sem 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 3 rd year curriculum • Reading - Discussion – Essay – Presentation focus • 2 nd year 3 rd year gap • Minus: Grammar / Dialogue related speaking, reading, listening, & writing (- Interpersonal mode) • Plus: Authentic reading / formal listening / term paper* / discussion (formal) (+interpretive & + presentational)

2 nd year 3 rd year gap • Minus: Grammar / Dialogue related speaking, reading, listening, & writing (- Interpersonal mode) • Plus: Authentic reading / formal listening / term paper* / discussion (formal) (+interpretive & + presentational)

 2 nd year: Integrated Korean Intermediate 2, L13. 결혼  3 rd year: Integrated Korean Advanced Intermediate 1, L2. 노래방

 Reading materials: 2 nd versus 3 rd ◦ 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 ?

2 nd year 3 rd year gap  Minus: Grammar / Dialogue related speaking, reading, listening, & writing (- Interpersonal mode)  Plus: Authentic reading / formal listening / term paper* / discussion (formal) (+interpretive & + presentational)

 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  2 nd 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  2 nd year grammar review: ex) - ㄴ가 보다 , - 대요 vs - 다고 하다  Culture: 회식 ; 결혼과 나이 ; 사고 치다 - 속도 위반

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

 Material sharing (2 nd & 3 rd year)  Media lesson activity & assessment  Material searching know-hows (e.g. news)  small group presentation

nd year – nd semester 2 nd year – 1 nd semester nd year – nd semester 2 nd year – 2 nd semester rd year st semester 3 rd year – 1 st semester rd year – nd semester 3 rd year – 2 nd semester

nd year – nd semester 2 nd year – 1 nd semester nd year – nd semester 2 nd year – 2 nd semester (+interpretive & + presentational) rd year st semester 3 rd year – 1 st semester rd year – nd semester 3 rd year – 2 nd semester

nd year – nd semester 2 nd year – 1 nd semester nd year – nd semester 2 nd year – 2 nd semester +interpretive +interpretive + presentational + presenta tional rd year st semester 3 rd year – 1 st semester +interpersonal +interpersonal rd year – nd semester 3 rd year – 2 nd semester

L: L: R: R: R: L: infor form W: W: W: Grammar Dial Disc conv essay auth dial m al Pres dial essay 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% • 3 rd to 4 th year transitional needs: • Reading authentic materials • Formal listening • Presentation skills • Writing term papers

 Communications ◦ Interpersonal ◦ Interpretive ◦ Presentational  Cultures  Connections  Comparisons  Community

st year nd year rd year th & 5 th year 1 st year 2 nd year 3 rd year 4 th & 5 th year Communication Communication Communication Communication -Interpersonal -Interpersonal -Interpersonal -Interpersonal -Interpretive -Interpretive -Interpretive -Interpretive -Presentational -Presentational -Presentational -Presentational Cultures Cultures Cultures Cultures Connections Comparisons Comparisons Connections Comparisons Connections Community Comparisons Community Community Connections Community