scholarly journals A Case Study of Three Learners of Korean as a Foreign Language in a US University: Their Motivation to Learn Korean and Perceptions of Korean Language Classes

2013 ◽  
Vol 27 (1) ◽  
pp. 261-280 ◽  
Author(s):  
Hohsung Choe
Keyword(s):  
Foreign Language ◽  
Motivation To Learn ◽  
Korean Language ◽  
Language Classes ◽  
Us University

scholarly journals Transforming Foreign Language Grammar Classes through Teacher Training: An Experience from Nepal

2018 ◽  
Vol 8 (1) ◽  
pp. 86
Author(s):  
Kamal Kumar Poudel
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Large Degree ◽  
Language Teachers ◽  
Classroom Situation ◽  
Refresher Training ◽  
Training Class ◽  
Language Classes ◽  
Post Class

reflection of the teacher training output in the real classroom situation. English teachers commonly blame on theunfavourable environment as the main obstacle to the successful classroom application of their knowledge and skillsneeded for teaching English as a foreign language (EFL) gained from professional development programmes. Thepre-training observations of a secondary level EFL teacher's four classes made the basis of a case study for thisresearch. Stemming from the case study, three techniques were used as a process of action research: i) theneed-based refresher training (along with other participants) as an intervention ii) the post-training class observations(in a demonstration class), and iii) informal post-class talks. Thus, this study was an attempt to examine throughaction research germinating from a case study, whether (and to what degree), the output of the Teachers' ProfessionalDevelopment refresher training (TPD refresher) would be transferred to the actual classroom situation. Thepre-training and post-training observations were compared and contrasted to reach the conclusion. The resultssuggest that the output would be reflected to a large degree in the classroom provided that the training is need-based.Thus, it was concluded that if (foreign) (Note 1) language teachers are properly equipped with professionalknowledge and skills through need-based training, (foreign) language classes are very likely to be transformed asdesired.

scholarly journals Lekcja języka obcego z uczniem niepełnosprawnym miejscem badań metodą indywidualnych przypadków

Neofilolog ◽  
2010 ◽  
pp. 153-162
Author(s):  
Małgorzata Burzyńska
Keyword(s):  
Intellectual Disability ◽  
Foreign Language ◽  
Cognitive Skills ◽  
English Language ◽  
Mother Tongue ◽  
Foreign Language Teaching ◽  
Case Study Method ◽  
Preliminary Results ◽  
Language Classes

The article presents preliminary results of research conducted during English language classes, with the case study method, among pupils with intellectual disability attending a primary special needs school. The research was meant to help answer the questions related to the possibility of incorporating foreign language teaching in the comprehensive process of their rehabilitation, and especially the development of individual cognitive skills as well as the mother tongue command. The article emphasizes the advantages of research based on a case study which enables the researcher to apply the principle of individualization and the treatment of every pupil as a subject no matter what the developmental barriers may be.

scholarly journals Korean language learning demotivation among EFL instructors in South Korea

2019 ◽  
Vol 9 (1) ◽  
pp. 199-223 ◽  
Author(s):  
Nigel Gearing
Keyword(s):  
Foreign Language ◽  
South Korea ◽  
Language Learning ◽  
Language Education ◽  
National Language ◽  
Motivation To Learn ◽  
Host Society ◽  
Structured Interviews ◽  
Korean Language ◽  
South Korean

Studies investigating the motivation of L1 speakers of English to learn the national language of the host society they currently reside in remain rare, despite the exponential growth of such individuals residing in these nations this century. Previous such studies in South Korea have concluded that learning Korean as a second language (L2) is largely perceived as difficult, unnecessary and is therefore accompanied by experiences of demotivation and amotivation (see Gearing & Roger, 2018). However, these studies did not explicitly address demotivation and amotivation when examining experiences that affect the motivation to learn Korean of 14 English as a Foreign Language (EFL) instructors working in South Korean university language education centers (LECs). Therefore, this study investigates which learning experiences resulted in the amotivation of participants and how two participants who experienced demotivation employed strategies to remotivate themselves. Coding of semi-structured interviews and optional diaries found that despite intent, most participants displayed symptoms of both amotivation and demotivation. The main implication of this study is that in the absence of perceived necessity, affected individuals with insufficient internal motivation or vision to acquire Korean consequently attribute externally related demotivating experiences to pre-existing or resulting amotivation.

scholarly journals Teaching English to the Elementary School Students in Kutoarjo District

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Kuwat Kuwat ◽  
Imam Ghozali
Keyword(s):  
Foreign Language ◽  
Target Language ◽  
Motivation To Learn ◽  
Teaching English ◽  
School Students ◽  
Teaching Process ◽  
Language Exposure ◽  
Teaching Learning

The process of teaching English as a foreign language involves the use of target language as a means of providing language exposure to the students. The apropriate amount and quality of the use of target language affect the quality of the instruction. The present paper reports an effort of describing degree of the use of English by teachers in teaching process, techniques teachers use and problems the teachers usually face of their teaching activity. This research belongs to a case study involving four English teachers in Kutoarjo District. Two teachers were selected from advanced schools with complete facilities, while the other two from rural schools with mediocre facilities. The result shows that degree of the use of English by teachers varies. T1 uses 25% English in teaching, T2 20%, T3 35% and T4 40% in their instruction. Further, it is also revealed that teachers use various techniques in their teaching process. They also face some problems. For example T1’s students have poor vocabulary mastery which can affect the teaching learning process. T2 often feels difficult to master the classroom atmosphere. Some T2’s students have unstable motivation to learn English. The pronunciation of T4 find students’ poor pronunciation becomes a problem.

«CASE STUDY» AS AN EFFECTIVE METHOD OF INTERACTIVE TEACHING IN FOREIGN LANGUAGE CLASSES

2021 ◽  
Author(s):  
Ольга Ивановна Тараненко ◽  
Людмила Александровна Федько ◽  
Екатерина Владимировна Щепотьева
Keyword(s):  
Foreign Language ◽  
Interactive Learning ◽  
Practical Skills ◽  
Interactive Teaching ◽  
Language Classes ◽  
Teaching In Foreign Language

«Кейс - стади», как метод интерактивного обучения позволяет проявить самостоятельность в овладении профессиональными знаниями и практическими умениями и ориентирован на широкое взаимодействие участников. Перечисляются различные виды кейсов, ступени разбора конкретных ситуаций. Подчеркивается возможность студентов к проведению анализа и обобщению информации, творческого подхода к выработке возможного решения проблемы. «Case study», as a method of interactive learning, allows you to show independence in mastering professional practical skills and it is focused on the broad interaction of participants. Various types of cases, stages of analysis of specific situations are listed. The ability of students to analyze and summarize information, to develop a creative approach to the development of a possible solution to the problem is emphasized.

scholarly journals Language Attitudes and L2 Motivation of Korean Language Learners in Malaysia

2020 ◽  
Vol 6 (2) ◽  
pp. 132-146 ◽  
Author(s):  
Larisa Nikitina ◽  
Fumitaka Furuoka ◽  
Nurliana Kamaruddin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Attitudes ◽  
Public University ◽  
Target Language ◽  
Motivation To Learn ◽  
Educational Model ◽  
Korean Language ◽  
L2 Motivation ◽  
The Relationship

This study examined relationships between language attitudes and L2 motivation of learners of Korean as a Foreign Language (KFL) in a large public university in Malaysia. It employed the socio-educational model of L2 motivation and focused on the relationship between the language learners’ attitudes toward speakers of the target language and their motivation to learn Korean. A systematic statistical analysis was performed to analyse the data collected from 19 (N=19) students. A robust statistical procedure adopted in this study allowed some worthwhile insights into the language attitudes–L2 motivation nexus. The findings indicated that there existed a statistically significant relationship between the language learners’ instrumental orientation and their attitudes toward the speakers of Korean language.

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