Korean 3 : First-Year Korean, 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: M-F 10:00-10:50am in 260-011,
M-F 1:15-2:05pm in 160-322
Course
website: http://coursework.stanford.edu
Prerequisite: Successful completion of Korean 2 or a
suitable score on the Korean placement test
-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 3 (5
units) is the third part of the elementary course in spoken and written
Korean. 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 3
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:
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+
83-86.99 = 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 280/400 pts = 70 /100%.
Note1: Absences and lack of participation in class
will critically affect the final grade. You can miss 2 class hours
without any penalty. However, after that 1%
will be deducted from your final grade for any additional absence. More than 10 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.