Thesis (doctoral)--Universität München, 2004. / Errata slip inserted. Includes bibliographical references (p. 173-175).

Thesis (Ph. D.)--University of Texas at Austin, 1989. / Vita. Includes bibliographical references (leaves 253-263).

Thesis advisor: William D. Davies. Includes bibliographic references (p. 296-308).

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. / Arts, Faculty of / Asian Studies, Department of / Graduate

Thesis (Ph.D.) -- University of Texas at Arlington, 2008.

The study investigated relative roles of production and perception mechanisms in early speech acquisition in Korean. Previous studies investigating this issue have been based on Indo-European languages. Data from a non Indo-European language such as Korean, which has different phonemes from English, can confirm the presence of universal production patterns as well as potential perceptual influences from the ambient language. Speech of six Korean-learning infants (KI) was studied longitudinally (8-24 months). These data were compared with English-learning infant (EI) data for the babbling period as well as with Korean infant-directed speech (IDS). In addition, IDS was compared with Korean adult-directed speech (ADS) to explore whether the two types of speech styles show similar characteristics in Korean. Similar patterns for segments and utterances were found between KI and EI, supporting the assertion that early infant speech is primarily based on production system factors. However, KI showed more frequent language specific consonants such as fortis and long medial consonants as well as low central vowels and VCV utterances than EI, indicating that characteristics of the Korean language also influenced the speech patterns of KI. IDS was found to be different from ADS in most aspects, while being similar to KI infant speech, suggesting that Korean IDS may be adjusted to the needs of infant learners. Inter-syllabic patterns were observed in all speech types, supporting the claim that they are fundamental aspects of the production system. However, intra-syllabic patterns were only present in both groups of infants’ babbling, suggesting that this aspect of frame dominance is strongly present in infants’ pre-speech babbling, but may not be predominant in adult languages. Intra-syllabic patterns in infants’ words could be also influenced by the ambient language patterns. Results of this study suggest that infants’ early speech is primarily determined by production factors, but their production patterns are influenced by the characteristics of their ambient language in some aspects during babbling. IDS may facilitate infant acquisition by producing input that is matched to the infant production system and is also perceptually distinctive. / text

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Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [224]-231).

Thesis (Ed.D)--Teachers College, Columbia University, l988. / Typescript; issued also on microfilm. Sponsor: Clifford Hill. Dissertation Committee: Frank Horowitz. Bibliography: leaves 219-231.

Thesis (Ed.D.)--Teachers College, Columbia University, 1993. / Includes tables. Typescript; issued also on microfilm. Sponsor: Clifford Hill. Dissertation Committee: Jo Anne Kleifgen. Includes bibliographical references (leaves 152-157).