language labs, lap tops, touch-screen televisions, etc.
2) Learner Profile
- Nationality: Korea
- Age: 14 (1st graders)
- Proficiency level: Novice-high
- Number of students: 30 (15 boys, 15 girls)
3) Teacher: Non-native English-speaker
4) Language use in class: The teacher mainly speaks in English. In case of being asked for explanation, the teacher uses Korean.
5) Class: A regular En
Korean English teachers over-emphasize the importance of reading and grammar skills while underestimating the significance of listening and speaking related materials in the textbooks and teaching materials. By this, we mean that most teachers find the listening and speaking materials within textbooks either boring or unnecessary and thus fail to spend enough time and effort teaching them to the
language with varying amounts of each language used in accordance with the program model.
What is our subject?
We want to tell you about the bilingual education of multicultural family in Korea.
Who ever mother or father, if they come from other countries, they face to language problem.
They want to teach their own language and also want to teach Korean.
But there are many problems. Now
language would enable teachers to predict the difficulties in acquiring second language.
It is quite common to detect where the speaker is from just by listening to his/her accent.
e.g.) French
Ladies and gentlemen
-Ladies and zentlemans
The great honor
-ze grade hooneur
(중략)
Corder’s (1973) 4 Stages of Second
and her husband are married on 15th May 2000. Ttao is from Vietnam and she is graduated from middle school. She came to Korea to earn money and worked at factory where she met her husband. She came to Korea at an early age, she is missing her home. She goes to Multicultural Family Center to learn Korean once a week; it is hard to improve it. She is not good at Korean grammar and pronunciation.