Korean 2H: First-Year Korean for Heritage Learners, Second Quarter



Instructor:                             Hee-Sun Kim

Office:                                    Building 250, Rm. 210

E-mail:                                   heesun@stanford.edu            

Tel:                                         723-3820

Office Hours:                        TBA (or by appointment)

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

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


Prerequisite: Successful completion of Korean 1H or a suitable score on the Korean placement test.



-Integrated Korean: Beginning Level 1 Textbook (2010). University of Hawaii Press, 2nd Edition. (Lesson 7~Lesson8)

-Integrated Korean: Beginning Level 2 Textbook (2010). University of Hawaii Press, 2nd Edition. (Lesson 9~Lesson 11)


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

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


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


Course Objectives:

Korean 2H (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. In addition to the language skills, students will develop a sense of culturally appropriate conduct that is relevant to contextual needs such as greetings, gestures, and body language. 


The Korean 2H students will be able to demonstrate basic communicative skills such as:


(1) Interpersonal Communication:

      Carry out all communicative tasks learned in the previous quarter with greater sophistication and    complexity.

      Engage in simple conversations using both polite and deferential speech forms appropriate to the context. (e.g. self-introduction to friends vs. in public)

      Exchange basic information about ones immediate environment and familiar topics in the present, past, and future tenses. (e.g. daily routines, past activities, weekend plans)

      Interact with elders using a wider variety of honorific forms (e.g. plain noun (irum, name) vs. honorific noun (seongham, name)

      Participate in basic simulated situations in which they:

-  ask and give simple directions

-  make suggestions and invitations

-  accept and decline offers

-  express reservations

-  make apologies and give reasons

      Express likes and dislikes, feelings, and opinions

      Participate in highly structured conversations using more complex sentence structures (e.g. conjoined sentences, relative clause constructions in the present tense).


2) Interpretive Communication:

     Gain a better control and understanding of phonological rules and intonation.

     Identify main ideas and key details of specially prepared, short conversations and narratives on familiar topics, e.g. daily routine, habitual and past activities, weekend plans, etc.

     Identify and appreciate levels of formality between polite and deferential speech styles.

     Begin to understand simple and short conversations by picking out key information in authentic video clips, as well as those created for classroom learners.

     Read and pick out key information in written materials resembling authentic texts such as maps, event calendars, emails, letters, public transportation schedules, etc.

     Increase understanding of cultural practices involved in e.g. birthday food, daily routines, non-verbal gestures, etc. 


3) Presentational Communication:

      Present jointly with a classmate structured and rehearsed skits (roughly 3-5 minutes), or individually prepared narratives in both the polite and deferential speech forms.

      Write short compositions or reports (approximately 15-20 sentences in length) about themselves and their immediate surroundings.

      Create greeting cards or simple letters for special occasions such as birthdays, Parents Day, New Years Day, etc.

      Post short entries on the class coursework discussion board, on topics such as their personal interests, a description of hometown.


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:



Attendance & Participation









Oral Tests



Vocab Quizzes







100 %


Percentage score (%)

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

            88-89.99 = B+                        83-86.99 =  B             80-82.99 =  B-

            78-79.99 = C+                        73-76.99 =  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.


Attention!: Students who will miss class for official University-sponsored activities should notify their instructor during the first week of class regarding the date(s) of expected absence(s) and the official activity involved.


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.


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).