KORLANG 1H: First-Year Korean for Heritage Learners, First Quarter

 

Instructor:                             Hee-Sun Kim

Office:                                    Building 250, Rm. 210

E-mail:                                   heesun@stanford.edu            

Office Hours:                        TBA (or by appointment)

Classroom and Hours:         TTh 11:00-12:15pm in 200-202

Course website:                    http://coursework.stanford.edu

Prerequisite:                         No prerequisite.

 

Course Materials

-Integrated Korean: Beginning Level 1 Textbook (2010). University of Hawaii Press, 2nd Edition. (Pre-lesson~Lesson 6)

-Integrated Korean: Beginning Level 1 Workbook (2010). University of Hawaii Press, 2nd Edition.

-Audio files are linked to Coursework. (http://www.kleartextbook.com)

 

Course Objectives:

Korean 1H (3 units) is the first part of the elementary course in spoken and written Korean. This course is designed for students who have strong background in spoken Korean. Focus is on reading, writing, and spelling. Upon completion of this course, the Korean 1H students will be able to:

 

(1) Interpersonal Communication: During the first quarter, students will be able to interact with members of their class on the most basic aspects of daily activities. They learn the Korean alphabet and syllable blocking and become familiar with a set of rules for pronouncing words and phrases. Students are able to use and respond to simple speech acts and converse on daily activities using lists and simple sentences in the present and past tenses. At the end of the quarter, students will be able to:

   Exchange greetings, leave-takings and introduce themselves and friends using rehearsed utterances and memorized formulae.

   Ask and answer personal information using the polite speech form (e.g. name, major, telephone numbers, nationality, age, etc.)

   Give basic information about ones immediate environment and everyday life in the present tense (e.g. hometown/residence, school life, weekend activities, location, time, etc.).

   Make questions and requests politely using the honorific verb suffix si.

   Address people using socially acceptable reference terms (e.g. the gender-neutral suffix ssi vs. the gender-neutral honorific suffix nim, positional titles and relational terms).

   Describe quantity of items using appropriate number systems and noun counters (e.g. Native Korean (han gae, one item) vs. Sino-Korean (il il, day one)

   Participate in short rehearsed dialogues using culturally appropriate non-verbal communication strategies (e.g., bowing when greeting and leave-taking, maintaining respectable eye-gaze when interacting with elders).

 

(2) Interpretive Communication: During the first quarter, students will learn to read and write the Korean alphabet and form syllables and letters. They identify basic pronunciation rules of Korean words and phrases, by utilizing audio-visual aids and internet resources. Students demonstrate understanding of different levels of speech, focusing on the use of the polite speech.

Students begin to become familiar with the basic sentence structure (SOV) and the differences between native Korean words, Sino-Korean words, and loanwords, through context and linguistic components. At the end of the quarter, students will be able to:

   Recognize differences in the orthography and phonology of Korean.

   Identify intonation patterns of statements, questions, and requests, presented in the same word order.

   Identify main ideas in both dialogues and narratives created especially for novice language learners (e.g. greetings/leave-taking, self- introductions, short descriptions of people, places, school life, daily activities, family, etc.

   Understand age-appropriate formality and speech levels, and demonstrate comprehension of the polite style of speech.

   Begin to become acquainted with authentic speech samples from songs, cartoon clips, TV program excerpts.

   Understand culturally appropriate behaviors and concepts such as greeting with a bow, Korean collectivism, and family terms.

 

(3) Presentational Communication: During the first quarter, students are able to present rehearsed information about themselves, peers and family, orally and in writing. Presentations are highly rehearsed and consist of simple phrases and sentences. At the end of the quarter, students will be able to:

       Give simple oral skits (roughly 2-3 minutes in length) or individual presentations about people, activities and daily lives, in highly rehearsed speech.

       Write short compositions or reports (of approximately 10-15 sentences) about themselves, friends, family and daily lives, using simple discrete sentences.

       Learn to type in Korean, and post simple questions and answers on the class coursework about themselves and their class community.

       Answer simple questions about their prepared presentation topics.

 

Korean Proficiency Objectives and Curricular documents are available at https://www.stanford.edu/dept/lc/language/requirement/curriculum.html

 

Grading: Final course grade will be based on the results of:

 

1

Attendance & Participation

10%

2

Assignments

25%

3

Quizzes

20%

4

Oral Tests

12.5%

5

Vocab Quizzes

10%

6

Final

22.5%

 

Total

100 %

 

Percentage score (%)

            99-100    = A+             93-98.99 =  A             90-92.99 =  A-

            88-89.99 = B+             83-87.99 =  B             80-82.99 =  B-

            78-79.99 = C+             73-77.99 =  C             70-72.99 =  C-

            60-69.99 = D               Below 60 =  F

 

             The grading will be standard, and not based on a curve.

             To pass this course, your score should higher than 70 /100%.

 

Note1: Absences and lack of participation in class will critically affect the final grade. You can miss 1 class hour without any penalty. However, after that 2.5% will be deducted from your final grade for any additional absence. More than 4 absences will result in F automatically. Three tardies and/or early leave will be taken as one absence. Any tardy of more than 15 minutes are counted as one absence.

 

* No laptop, cell phone is allowed during class.

 

Note2: There are no make-ups or individual re-scheduling for the exams/quizzes/tests except for legitimate reasons. Rescheduling of exams/quizzes is only possible via email in advance and all make-ups should be taken within a week from the date. Make-ups may not exceed two times in a quarter.  Any missing exams/quizzes/tests will be graded as 0 point.

 

Note3: Please check out updates of the coursework on regular basis (http://coursework.stanford.edu). The instructor updates the online Coursework daily or as frequent as necessary without a prior notice. You are advised to check out frequently.

 

Note 4: Homework will be due on the dates specified in class. Late homework will not be accepted unless you have legitimate reasons. It is the responsibility of students to check each homework assignment on the Coursework and turn it in. Homework will be graded on the basis of quality and completeness.

 

Statement on Outside Assistance

Plagiarism refers to the unattributed, direct copying of language and/or ideas from a source other than yourself. Plagiarism is strictly forbidden as a part of Stanfords Fundamental Standard. Assistance on take-home written language assignments may take various forms. We expect you to use dictionaries and grammar books in the composition process. Under no circumstances is another person to compose an essay for you or contribute to its ideas or substantive expression. Your instructor may ask you to declare the amount of assistance you have received on any written assignment. We do not discourage assistance in the preparation of oral language assignments. It is always helpful to have a native speaker or a person more knowledgeable in the language listen to you practice your oral presentations and provide helpful feedback on your manner of expression. Of course, under no circumstances is another person to compose or develop your oral presentation for you or contribute to its ideas of substantive expression. 

 

* Students who have a disability which may necessitate an academic accommodation or the use of auxiliary aids and services in a class, must initiate the request with the Student Disability Resource Center (SDRC), located within the Office of Accessible Education (OAE).  The SDRC will evaluate the request with required documentation, recommend appropriate accommodations, and prepare a verification letter dated in the current academic term in which the request is being made.  Please contact the SDRC as soon as possible; timely notice is needed to arrange for appropriate accommodations.  The Office of Accessible Education is located at 563 Salvatierra Walk (phone:  723-1066; TDD:  725-1067).