Korean 3H : First-Year Korean for Heritage Learners, Third 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 2H or a suitable score on the Korean placement test


Course Materials

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

(Lesson 12~Lesson 17)

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

-Audio files are available online. (http://kleartextbook.com)


Course Objectives:

Korean 3H (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.  During the third quarter, students continue to expand their vocabulary and interact with peers and their instructors as well as with the Korean-speaking communities in limited settings. They are able to handle uncomplicated tasks with greater confidence and ease.


The Korean 3H students will be able to:

(1) Interpersonal Communication:

á     Participate more effectively in a range of simulated uncomplicated situations, e.g.: - ask prices and buy goods

- order food at a Korean restaurant

- engage in simple conversation in a taxi

- make excuses and ask for favors

- initiate and sustain simple phone conversations

- leave voice messages


2) Interpretive Communication:

á      Demonstrate good control of most phonological rules and intonation patterns.

á      Identify main ideas and key details of longer conversations and narratives on familiar topics, including e.g. service encounters.

á      Understand differences in usage between honorific and humble expressions within the polite and deferential styles of speech.

á      Identify some familiar words or phrases and pick out main ideas and key details in authentic speech samples such as songs, cartoon clips, TV program excerpts and commercials.

á      Read and restate key information in a wider variety of authentic texts or simplified authentic texts such as menus, itineraries, ads, letters, blog entries, media postings on local events, etc.

á      Demonstrate understanding of cultural practices and related linguistic usage involved in e.g. table manners, memorial services for ancestors, family and kinship structures, etc


3) Presentational Communication:

á      Present jointly with a classmate structured and rehearsed skits (roughly 5-7 minutes), or individually prepared narratives using greater elaboration. 

á      Write longer and more detailed reports or stories (approximately 20-25 sentences in length) about themselves, their daily lives, and personal experiences.

á      Post short compositions on the class coursework, blogs, or social networking sites, on topics such as holiday celebrations, travel experiences, and vacation plans.

á      Begin to write emails to instructors, family and friends for real-life purposes.

á      Ask and answer spontaneously specific questions about their prepared presentation topics or on topics related to course materials.


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.


* 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.



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 StanfordŐs 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. 


Spring Diagnostic Assessment

The SOPI (Simulated Oral Proficiency Interview) and the WPA (Writing Proficiency Assessment) are language assessments carried out by the Stanford Language Center, designed to measure the oral and writing proficiencies of students who take first- and second-year -LANG courses. Both assessments measure what students can do functionally with the language, and consist of real-life speaking and writing tasks.


The SOPI takes 25-45 minutes to complete and is given in the language lab; the WPA, 30-45 minutes, in the regular classroom. Each is given during a regular class session. Tasks are similar to the types of hands-on speaking and writing activities students routinely do in and for class throughout the quarter, since these reflect the functional objectives of the course. Some SOPI and WPA tasks will be easier, others more challenging. For that reason, the best way to prepare is to practice those objectives through regular and active participation in your language course.