Thesis (Ph.D.)--University of Delaware, 2006. / Principal faculty advisor: Satoshi Tomioka, Dept. of Linguistics. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 191-199). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 249-254).

This study discusses topic and focus constructions in spoken Korean within the framework of information structure. Information structure is a part of grammar that deals with the relation between linguistic forms and the mental states of speakers and hearers. Since the different formal realizations of topic and focus constructions in Korean are due to differences in speakers' assumptions about the mental states of hearers, research on Korean topic and focus constructions falls under the proper domain of information structure. Five different topic constructions in Korean are reviewed and their discourse contexts are analyzed; zero pronouns, bare NPs, and right-dislocated NPs are generally used for discourse-active topic referents, and the maliya-construction and nun-marked NPs are generally used for topic referents that are not discourse-active. Sometimes, active topic referents are also marked with --nun when the topic referents have more salient topics already established in the discourse or speakers are considering potential alternatives to the active topic referents. Topics are divided into ratified and ungratified topics according to whether their status as topics is assumed to be taken for granted by hearers. Among the five topic constructions in Korean, zero pronouns, bare NPs and right-dislocated NPs express ratified topics, while the maliya-construction and nunmarked topics express unratified topics. The marker --ka, which has been long regarded as a subject indicator, is reanalyzed, and it is suggested that --ka marks not only the subject but also argument focus and sentence focus. Accessible or active referents can sometimes be marked with --ka, constituting sentence-focus constructions. In those constructions, the propositional content of the sentences expresses some unexpected or surprising event. Also, frequent occurrences of the maker --ka in presupposed subordinate clauses are examined, and it is suggested that --ka can be used as a mere subject indicator, losing its function of indicating focus in presupposed clauses with topic-comment construals, in which there is no actual focus. / text

This thesis concerns curriculum design for the high school credit program in Korean Language at Sup sogiii Hosu (Lake in the Woods), the Korean Language Village (KLV) at Concordia Language Villages (CLV). It reviews the main features and principles of the draft curriculum for the Korean Language Village 4-week high school credit program, evaluates the design based on the classroom results of the inaugural credit session, discusses the feasibility of a total immersion approach in Korean learning for speakers of English, and suggests further directions for Korean immersion curriculum development using WebCT tools. The entire draft curriculum, covering two years of high school curriculum, is presented as an appendix. Along with a general review of immersion, this study also contains a general review of CLV's educational philosophy and its actual program features, and suggests the critical role that KLV can play in facilitating Korean education in the U.S., where the need for more effective Korean language education is rapidly increased. The thesis also discusses the importance of Korean language education for the Korean adoptees who make up a significant portion of the KLV population, and calls for the reform of existing Korean education programs targeted mainly at 2n d generation Koreans in the U.S.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1990. / Includes bibliographical references (leaves 180-188) / Microfiche. / xii, 188 leaves, bound ill. 29 cm

The problematic areas of the teaching of Korean as a foreign language have been largely neglected in the past. Few studies combine the following three aspects: 1) an examination of learner Korean; 2) the provision of substantial linguistic and pedagogical explanations; and 3) the devising of teaching or learning strategies based on empirical evidence. By studying KFL learners and their language production, insights can be gained relating to the learning of KFL and instructors will be able to provide appropriate corrective measures. This study investigated errors produced by KFL learners, focusing primarily on high frequency orthographic, lexical and grammatical errors in written language production. The study attempts to identify key areas of difficulty in learning Korean, to investigate the possible cause of difficulties and to provide more adequate information for the teaching and learning of KFL. To this end the study uses two classes of textual data and employs both statistical and descriptive analyses. At an orthographic level the study has identified four main error categories: 1) mismatch in three series consonants, 2) mismatch in vowel sounds, 3) misuse of nasals and laterals, and 4) omission and addition of ???h???. Overall the cause of key error types correlates strongly with the differences in sound quality and sound patterns between Korean and English, with some intralingual features. At a lexical level, the study found nine types of errors including 1) semantic similarity, 2) lexical misselection and 3) overgeneralization. The findings suggest that learners have a great deal of difficulty in differentiating lexical items with similar meaning and in selecting words appropriate to particular contexts or situations. As for grammatical errors, the study identified the five most active error categories, which made up more than 80% of the total grammatical errors. An overwhelming majority of grammatical errors and case particle errors in particular were errors of substitution. Many high frequency grammatical errors had distinctive triggering factors such as particular types of verb and sentence construction. The findings of the study have several pedagogical implications. First, there are key common errors for English L1-KFL learners and these common errors need increased linguistic and pedagogical attention. Secondly, the results reinforce the need to pay more active attention to the usage of the main case particles, along with the triggering constructions causing substitutions. Thirdly, the findings suggest that different types of analysis should be done in order to facilitate a plausible description of the problematic KFL items. The study argues that despite being problematic, the items discussed in this thesis are learnable and worthy of being taught with explicit or intentional strategies and that there is a need for pedagogically effective and adequate instructional input to maximize the potential of the learner???s language development in Korean.

Thesis (Ph. D.)--Ohio State University, 2007. / Full text release at OhioLINK's ETD Center delayed at author's request

Thesis (M.A.)--University of North Carolina at Chapel Hill, 1986. / Includes bibliographical references (p. 50-51).

Thesis (Ph. D.)--University of Hawaii at Manoa, 2003. / Includes bibliographical references (leaves 210-214).