This paper is a qualitative case study of a Korean first grade child. The primary purpose of this study was to investigate the nature of a first grade Korean child’s oral language interactions with teachers, parents, peers, and community members and to examine how a child’s oral language impacts his literacy learning in English. The data were collected over five months from three different settings: the school, the Korean Language School, and the home. Data methods were interviews, observations, field notes, surveys, audio and video recordings, documents, and informal assessments in Korean and English. Data analysis was based on the analytical categorization and the constant comparison analysis. The results of this study revealed that opportunities to engage in social interactions between a child and his teachers, parents, and peers through oral conversation contributed to the language and literacy learning of the child observed. The analysis of the data showed that literacy development in English was influenced by three factors: individual factors, home and school environmental factors, and community and cultural environmental factors. Individual factors were personal motivation, the first language effect, and background knowledge. Home and school environmental factors included parents’ support, peer group activity, and teacher’s role. Finally, community and cultural environmental factors were mass media and Korean culture and identity. The results of the study supported Vygotsky’s sociocultural theory and Bronfenbrenner’s ecology system theory that learning occurs through social interactions in cooperated groups and their environments. / Department of Elementary Education

Literacy development, particularly spelling development is an important topic in SLA because spelling ability is the foundation of literacy skills (Venezky, 1989). However, little is known about the development of spelling in ESL. Research on the development of spelling skills has focused on native English language. This study investigated English L2 spellings among Korean L1 learners of English on the basis of linguistic differences in their L1 and L2 phonology and orthography. Two groups of 3rd graders, Korean L1 English learners (N=36) and native English speakers (N=30), performed a pseudoword spelling task, in which they listened to an audio recording of a total of 34 pseudowords and dictated what they heard. The task material targeting phonological difference consists of two types of pseudowords: the consonants that exist in both English and in Korean (congruent type) and the consonants that do not exist in Korean but exist English (incongruent type). The task material targeting orthographic difference consists of two types of pseudowords: more consistent vowels and less consistent vowels. Data were tested with an experiment with a 2 x 2 factorial design with “group” and “word type” as independent variables. The groups included two groups who are from contrasting L1 backgrounds: English and Korean. For phonological difference, word type included two contrasting types: congruent and incongruent. For orthographic difference, word type included two contrasting types: more consistent and less consistent. The results support the prediction that Korean L1 learners of English would have difficulty in spelling pseudowords containing phonemes which do not exist in Korean but are present in English phonology and that learners whose L1 is relatively transparent had difficulty in spelling L2 words whose grapheme phoneme correspondence is less transparent. Further analysis on error types and pedagogical implications regarding English L2 spellings are addressed. / Department of English

This is a comparative study of Korean students' request forms and aspects of their culture that has not been recognized in the field of speech. This offers an explanation for miscommunication between Korean speakers of English and native speakers of English. Lastly, this study provides empirical information about how Korean students use request forms and how Koreans' politeness strategies differ from Americans'.

This study analyzed hypothetical would-clauses presented in Korean high school English textbooks from two perspectives: real language use and Focus on Form approach. Initiated by an interest in the results of a corpus study, this study discussed hypothetical would-clauses in terms of how their descriptions in Korean EFL textbooks matched real language use. This study additionally investigated whether the textbooks presented the target language features in ways recommended by the Focus on Form approach. In the past few decades, authentic language use and the Focus on Form approach have received a great amount of attention in the SLA field. Recognizing the trend in SLA as well as necessities in Korean EFL education, the Korean government has incorporated these two into the current 7th curriculum. Such condition provided the momentum for the evaluation of the textbooks in these respects. The findings show that the language features were hardly supplemented by the information drawn from real language data. In addition, there were very few attempts to draw learner attention to language forms while keeping them focused on communication as recommended by Focus on Form approach. With increasing use of the English language, it is becoming more necessary for Korean EFL learners to use English in real life contexts where understanding correct nuances and delivering appropriate expressions may be important. Also, in EFL contexts like Korea, the students may have limited access to the target language input and little opportunities to produce outputs in extracurricular settings, so the integrated methodology of Focus on Form approach, rather than just using either one of structure-centered or meaning-oriented approach, would be of greater benefit to the students. However, the results strongly indicate that the textbooks neither incorporate the language features as they occur in naturally occurring language nor present them as to facilitate the learning of both form and meaning. This study suggests that greater use of real language data and more thorough application of Focus on Form methods in the textbook writing process should be seriously considered. Thus, this study could be useful for curriculum developers and textbook writers in creating curriculum and language materials concerning the incorporation of grammar patterns based on actual language use as well as in improving textbooks with respect to the Focus on Form approach.

The phonological comparisons between English and CJK vowels and consonants were provided for Chinese, Japanese, and Korean (CJK) singers with an effective means to sing English songs with proper diction. The phonological approach – describing the specific position of articulators – is a useful pedagogical tool for CJK singers. However, if voice teachers, whether they have taught CJK students or not, could share their strategies, it might help future CJK students and their voice teachers as well. Through the survey, which was conducted between April 2013 to May 2013 with members of the Great Lakes Region of the National Association of Teachers of Singing (NATS), the following research question was conducted: “What are the perceptions of voice teachers regarding English pronunciation difficulties among native Chinese, Japanese, and Korean students?” This is a convenience sample, but there is no significant difference from the other NATS regions among teachers. I do not believe that I would have received different results from other regions of voice teachers. In order to find solutions, not only should teachers be able to perceive the difficulties, but they also should be able to suggest training methods based on phonological analysis. I compared these two sources of strategies among speech pathologists and voice teachers. The survey results showed that the voice teachers in the Great Lake Region of NATS have considerable perceptions regarding the difficulties of the CJK students. Their teaching strategies focus on demonstrating the correct placement and shape of the articulators in various ways. With these strategies, if they add more specific exercises, which are found in the appendices of this dissertation, it would save time and enable CJK singers to have better enunciation. / School of Music

Mode of access: World Wide Web. / Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 278-284). / Electronic reproduction. / Also available by subscription via World Wide Web / xviii, 284 leaves, bound ill. 29 cm

xiv, 203 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The primary purpose of this research is to determine whether the implementation of Guided Language Acquisition Design (GLAD) teaching strategies increases the English receptive language and expressive vocabulary development of native Korean-speaking students. A secondary focus of the study is to identify specific GLAD strategies that are observed to be effective at supporting the expanding vocabulary of students. Because English language learners need to learn and use vocabulary words for different purposes and in different contexts, this dissertation is focused on vocabulary development for second language acquisition that is not in the context of reading. Participants included 16 native Korean-speaking students (grade 1, N = 11; grade 2, N = 5) and their teachers ( N = 7). The teachers used seven GLAD strategies to implement their science curriculum over a period of approximately 7 weeks. All of the teacher resources that were necessary to implement the GLAD strategies were provided. Quantitative data were collected on curriculum dependent as well as curriculum independent measures and were analyzed using paired-samples t tests to determine if growth occurred in the student's English receptive and expressive vocabulary development. Results indicate that curriculum independent measures produced findings that were statistically significant in receptive language only, at least at the small sample size. Curriculum dependent measures, however, did produce findings of learning gains that were statistically significant in both areas. These findings suggest that when vocabulary words are carefully selected from the curriculum, intentionally taught and implemented through a variety of strategies, it is possible that receptive language and expressive vocabulary growth may occur on targeted vocabulary. Qualitative data were also collected through teacher interviews, observation checklists, and web-based teacher questionnaires. The qualitative data were coded and analyzed for patterns to provide information on the implementation and effectiveness of the GLAD strategies. Three strategies, the cognitive content dictionary, total physical response, and 10/2, were identified as strategies that were (a) used frequently, (b) showing effective use when implemented, and (c) used to teach the target vocabulary words. Qualitative data also revealed that these three strategies were used throughout the day and not exclusively during science. / Committee in charge: Kathleen Scalise, Chairperson, Educational Leadership; Gerald Tindal, Member, Educational Leadership; Edward Kameenui, Member, Special Education and Clinical Sciences; Jean Stockard, Outside Member, Planning Public Policy & Mgmt

This study compared strategy use and beliefs about language learning, and the relationship between beliefs and use reported by 428 monolingual Korean and 420 bilingual Korean-Chinese university students. This study also examined the influence of background variables (e.g., gender, self-rated English proficiency, and academic major) on learners' beliefs and strategy use. Data was collected using three questionnaires, the Strategy Inventory for Language Learning (SILL), the Beliefs about Language Learning Inventory (BALLI), and the Individual Background Questionnaire (IBQ). Data were analyzed using descriptive analyses, principal-component analyses, factor analyses, Pearson r correlation analyses, multivariate analysis of variance (MANOVA), and the Scheffé post-hoc test. Monolinguals reported using compensation strategies most, followed by cognitive, metacognitive, memory, social/practical practice, and affective strategies. Bilinguals preferred to use cognitive strategies most, followed by metacognitive and affective, compensation, memory, social, and independent practice strategies. Students from both groups reported low use of social and memory strategies. Despite a less favorable formal English education environment in the Korean-Chinese community and fewer English learning experiences, bilingual Korean-Chinese reported higher use of learning strategies, which indicates bilinguals' superior language learning abilities. Students from both groups had strong instrumental motivation for learning English. Bilinguals held stronger beliefs about the importance of formal learning and felt less fear of speaking English with native English speakers. Significant correlations between strategy and belief variables indicated differences in the impact of beliefs on strategy use for both groups. The result of the MANOVA revealed that bilingual humanities or engineering majors used more strategies and held stronger beliefs about formal learning. Proficiency level was positively correlated with strategy use for both groups. No gender effect on strategy use and beliefs was found. The assumption that differences in the learning experiences of the participants from two distinct geographical and socio-educational learning settings would influence the findings of this study was upheld.

No description available.