KORLANG 22: Second-Year Korean, Second Quarter

 

Instructor:                             TBA

Office:                                    Building 250, Rm. 210

E-mail:                                   TBA               

Office Hours:                        TBA (or by appointment)

Classroom and Hours:         Mon, Wed, Fri. 09:30-10:45 am at 160-B39

Course website:                    http://coursework.stanford.edu

Prerequisite:                         Successful completion of Korean 21 or consent of instructor

 

Course Materials

-Integrated Korean: Intermediate Level 1 Textbook (2001). University of Hawaii Press (Lesson 6~Lesson10)

-Integrated Korean: Intermediate Level 1 Workbook (2001). University of Hawaii Press

-Audio files are linked to Coursework. (http://www.kleartextbook.com)

 

Course Objectives:

Korean 22 (4-5 units) is the first part of the intermediate course in spoken and written Korean. During the first quarter of the second-year Korean, students review the first year material briefly and will continue to learn by interacting with members of their class in a variety of contexts with increasing socio-cultural appropriateness in academic and community setting.

Upon completion of this course, the Korean 22 students will be able to:

 

(1) Interpersonal Communication:

á      Carry out all communicative tasks learned in the previous quarter with greater sophistication, confidence and ease.

á      Engage in simple conversations with peers and younger people using the plain speech form in a wider variety of familiar contexts. 

á      Describe and comment with greater elaboration on people, events, activities and immediate surroundings, such as

-  physical appearance, including hairstyles, facial features

-  parties and school events

-  ingredients and flavors of food

-  simple recipes

-  birthday celebrations 

á      Extend and accept invitations and requests in a socio-culturally appropriate manner.

á      Initiate, sustain and close conversations related to a wider variety of uncomplicated contexts, e.g.

-  ask for and give more complex directions

-  talk about dining and shopping experiences

-  organize party and community-related events

-  discuss pastimes and ways to alleviate stress

á      Begin to narrate personal stories and memorable occasions (e.g., a memorable trip, lifestyles, leisure activities).

á      Negotiate straightforward situations, and deliver news or hearsay related to student life and interests, using  reported speech (i.e. plain speech form).

á      Begin to discuss cultural similarities and differences (e.g., birthday celebrations, bargaining or haggling).

 

(2) Interpretive Communication:

á        Carry out all interpretive tasks of the previous quarter with greater depth and complexity.

á        Identify main ideas and supporting details of oral and written texts on a broader range of personal and social needs (e.g. complex instructions and directions, personal experiences, local events, advertisements).

á        Answer factual questions and simple analytical questions about the text.

á        Summarize main ideas and supporting information of longer oral and written texts, using loosely connected sentences or a short paragraph.

á        Recognize and identify key features and format of various types of authentic texts (e.g. travel ads, traffic reports, online shopping sites, journals, restaurant websites)

á        Demonstrate full awareness and compare the ways of expressing respect in Korean depending on age and social status differences (e.g. speech styles, honorifics vs. humble expressions, terms of address).

á        Begin to connect information from classroom materials with a broader range of authentic texts dealing with current events and popular culture.

á        Understand the implication and significance of Korean culture and social conventions through learning proverbs and idiomatic expressions.

 

(3) Presentational Communication:

á      Carry out all presentational tasks of the previous quarter with greater sophistication, depth, and complexity.

á      Present jointly with a classmate rehearsed and structured skits (7-10 minutes) or individually prepared narration (5 minutes), using notes and visual aids (e.g. simple recipe, shopping, current events, popular culture).

á      Ask and answer questions on their presentation topics in a more spontaneous fashion.

á      Write descriptive compositions or reports (approximately 250 words) about a wider range of topics, incorporating simple transitional words and various connectives (e.g. personal letters, academic or professional inquiries, recipes, journal entries).

á      Become familiar with Korean websites and media in order to present information on current events, culture, etc. to their peers.

á      Begin to work with peers on group composition and leave short online comments on each otherÕs work.

á      Demonstrate the ability to paraphrase when discussing oral and written presentations.

á      Show growing confidence and accuracy in control of tense, aspect, and inflectional morphology and conjugation.

á      Demonstrate good control of basic elements of presentational language. 

á      Monitor their own speech and compositions and begin to peer-edit for content.

 

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+                        83-87.99 =  B             80-82.99 =  B-

            78-79.99 = C+                        73-77.99 =  C             70-72.99 =  C-

            60-69.99 = D                           Below 60 =  F

 

á            The grading will be standard, and not based on a curve.        

á            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% will be deducted from your final grade for any additional absence. More than 6 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.

 

Note 4: Homework will be due on the dates specified in class. Late homework will not be accepted unless you have legitimate reasons. It is the responsibility of students to check each homework assignment on the Coursework and turn it in. Homework will be graded on the basis of quality and completeness.

 

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 StanfordÕs 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. 

 

* Students who have a disability which may necessitate an academic accommodation or the use of auxiliary aids and services in a class, must initiate the request with the Student Disability Resource Center (SDRC), located within the Office of Accessible Education (OAE).  The SDRC will evaluate the request with required documentation, recommend appropriate accommodations, and prepare a verification letter dated in the current academic term in which the request is being made.  Please contact the SDRC as soon as possible; timely notice is needed to arrange for appropriate accommodations.  The Office of Accessible Education is located at 563 Salvatierra Walk (phone:  723-1066; TDD:  725-1067).