A study on the course development of Korean language translation for Turkish learners of Korean : A case study on the Turkish-Korean translation course in the department of Korean language and literature at Erciyes University in Turkey

Abstract The present study aims to demonstrate the relevance of topic modeling as a new research tool for analyzing research trends in the T&I field. Until now, most efforts to this end have relied on manual classification based on pre-established typologies. This method is time- and labor-consuming, prone to subjective biases, and limited in describing a vast amount of research output. As a key component of text mining, topic modeling offers an efficient way of summarizing topic structure and trends over time in a collection of documents while being able to describe the entire system without having to rely on sampling. As a case study, the present paper applies the technique to analyzing a collection of abstracts from four Korean Language T&I journals for the 2010s decade (from 2010 to 2019). The analysis proves the technique to be highly successful in uncovering hidden topical structure and trends in the abstract corpus. The results are discussed along with implications of the technique for the T&I field.

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Doing Theatre: Theatre Pedagogy through the Folktale

Cultural and Pedagogical Inquiry ◽

10.18733/cpi29505 ◽

2020 ◽

Vol 11 (3) ◽

pp. 80-91

Author(s):

Jean Small

Keyword(s):

Procedural Memory ◽

West African ◽

French Language ◽

The West ◽

Repeated Interaction ◽

Art Form ◽

Language And Literature ◽

Theatre Pedagogy ◽

The Brain

Theatre Pedagogy holds that cognition is body-based. Through performance the body’s unconscious procedural memory learns. This information learned through repeated interaction with the world is transmitted to the brain where it becomes conscious knowledge. Theatre Pedagogy in this case study is based on the implementation of a Caribbean cultural art form in performance, in order to teach Francophone language and literature at the postsecondary level in Jamaica. This paper describes the experience of “doing theatre” with seven university students to learn the French language and literature based on an adaptation of two of Birago Diop’s folktales. In the process of learning and performing the plays, the students also understood some of the West African cultural universals of life which cut across the lives of learners in their own and in foreign cultural contexts.

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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

Studies in Foreign Language Education ◽

10.16933/sfle.2013.27.1.261 ◽

2013 ◽

Vol 27 (1) ◽

pp. 261-280 ◽

Cited By ~ 1

Author(s):

Hohsung Choe

Keyword(s):

Foreign Language ◽

Motivation To Learn ◽

Korean Language ◽

Language Classes ◽

Us University

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Transdisciplinarity across two-tiers

AILA Review ◽

10.1075/aila.00012.war ◽

2018 ◽

Vol 31 ◽

pp. 29-52

Author(s):

Chantelle Warner

Keyword(s):

Foreign Language ◽

Applied Linguistics ◽

Foreign Languages ◽

Modern Language Association ◽

Affective Labor ◽

Modern Language ◽

Language Pedagogy ◽

Language And Literature ◽

Status Differences

Abstract In the ten years since the Modern Language Association published their report, “Foreign Languages and Higher Education: New Structures for a Changed World” (2007) dissatisfaction with the “two-tiered configuration” of US foreign language departments has become increasingly vocal. While the target of the criticism is often the curriculum, it has often been noted that programmatic bifurcations mirror institutional hierarchies, e.g. status differences between specialists in literary and cultural studies and experts in applied linguistics and language pedagogy (e.g. Maxim et al., 2013; Allen & Maxim, 2012). This chapter looks at the two-tiered structure of collegiate modern language departments from the perspectives of the transdisciplinary shape-shifters who maneuver within them – scholars working between applied linguistics and literary studies. These individuals must negotiate the methodologies and the institutional positions available to them – in many instances, the latter is what has prompted them to work between fields in the first place. The particular context of US foreign language and literature departments serves as a case study of the lived experiences of doing transdisciplinary work in contexts that are characterized by disciplinary hierarchies and the chapter ends with a call for applied linguistics to consider not only the epistemic, but also the institutional and affective labor needed to sustain transdisciplinary work.

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The Dichotomy of Specialization: Is a Literature Teacher Necessarily a Language Teacher?

UJAH Unizik Journal of Arts and Humanities ◽

10.4314/ujah.v21i2.6 ◽

2021 ◽

Vol 21 (2) ◽

pp. 108-133

Author(s):

Mariam Anana

Keyword(s):

Secondary Schools ◽

Literary Criticism ◽

Teaching And Learning ◽

English Language ◽

Language Teachers ◽

Oral Literature ◽

Language And Literature ◽

English Language Teachers ◽

Effective Teaching And Learning

This study investigates the dichotomy of specialization in Literature and English language. In many primary and secondary schools in Nigeria, many teachers who teach Literature are the same teachers who teach English Language. This is responsible for lack of ultimate successes in academic performance, foundational establishment and progressive developments in Literature and English language. Set against the backdrop of the inseparability and non-specialization in individual subjects in question, the study examines the need for a dichotomy of specialization in English Language and Literature with a view to reducing the rate of errors and students’ failures in both subjects. Adopting the simple randomisation, the researcher uses selected primary and secondary schools in Lagos State as the case study; the paper raises four questions and these are: Can English Language teachers effectively teach poetic devices? Are segmental phonemes easily taught by Literature teachers? Can English Language teachers proficiently teach oral literature, literary criticism and non-African literature? Can Literature teachers competently teach stress and intonation? This research uses a qualitative approach and adopts The Speech Act Theory as its theoretical framework. Questionnaire of fifteen (15) items was used for data collection and the simple percentage was applied for data analysis. The researcher discovered that: It is not possible for English Languageteachers to effectively teach poetic devices. Segmental phonemes cannot be easily taught by Literature teachers. Students would lag behind in areas where teachers are not proficient in the subjects they teach. Also, it is not possible for a teacher to place equal emphasis on both English Language and Literature in classrooms. The study therefore recommends the need for a dichotomy of specialization in the two subjects so as to ensure effective teaching and learning of these subjects.

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