scholarly journals Research on the Korean Languages’s Accepting Loanwords from the Foreign Languages -Focusing on the Campaign to Purify the Korean language-

2014 ◽  
Vol 36 (null) ◽  
pp. 257-294
Author(s):  
Sungsook Tak
Author(s):  
Hazel Jin May Ng ◽  
Gyeo Woon Jung

In an increasingly blended environment, language instructors now have to take on the additional responsibility of designing online language modules and tasks. Although they acknowledge that technology is a good tool for the teaching and learning of foreign languages, for instructors who are just starting out with designing their own online activities, the task might seem daunting. One of the biggest challenges instructors face when designing their online activities is the lack of ideas, or even a lack of a model after which they can mould their own modules. Therefore, this chapter aims to give these instructors a sampler of ideas, a “starter pack” of sorts, to inspire them to create meaningful and engaging language activities online using TIMeS, the Moodle-based learning management system used at Taylor's University. These samples are taken from the Spanish and Korean language modules offered at this university.


2004 ◽  
Vol 12 ◽  
pp. 131-139
Author(s):  
S. Robert Ramsey

Abstract. At the beginning of the 21st century, South Koreans have embraced foreign languages with almost unbridled enthusiasm. Most of the enthusiasm is directed toward English of course but, for both economic and cultural reasons, Japanese also looms large. Moreover, the decision by the Ministry of Culture and Tourism in October 1998 to open up the country to Japanese popular culture has increased the appetite for the Japanese language, especially among the young. Koreans now study Japanese again; they access Japanese Web sites; they travel to Japan. Yet Koreans' enthusiasm for Japanese is qualitatively different from their appetite for English. Japanese may be learned, but it is to be kept out of the Korean language itself. English loans may be adopted "out of necessity," but not Japanese. The South Korean policy of linguistic purism is aimed explicitly at Japanese, and numerous books, manuals, and pamphlets instruct the public on how to recognize and purge Japanese influences from their speech and writing. Newspapers and other media wage periodic campaigns to do the same. The Korean public generally supports and cooperates with these policies and campaigns, which, for the most part, are surprisingly effective. There are numerous problems with Korean linguistic purism, however, and prescriptive intervention in the Korean language by government and media requires a continued investment of research, resources, and public support. How successful these efforts will be in the face of ever-closer ties with Japan remains to be seen.


Author(s):  
Wahyu Adri Wirawati

Korean language has become one of the famous foreign languages in Indonesia. Itentered Indonesia through their culture such as songs, movies and dramas. Indonesia people, in thisstudy the students of STIKES Banyuwangi, learn the Korean language through subtitles given inevery movie and drama, and also lyrics of a song. The subtitles are usually written in English or inbahasa Indonesia, while the lyrics of a song usually written in English, Hangul (Korean alphabet) andKorean language written in Latin alphabet. Using the subtitles and the lyrics, the Indonesia people canlearn and use the Korean language. Nevertheless, their Korean language is not used appropriatelybecause they do not understand the whole meaning of a conversation and the grammar and strucure ofa sentence so they only use several words that have specific meaning. They acquire the words thatusually appear in the subtitles and try to translate it into Bahasa Indonesia by using ‘Google Translate’or dictionary. Most of the words are related to feeling and nickname in relationship. Yet, because thereis still little number of people understanding Korean language, the Indonesian teenagers only use itwith their peer who also like the Korean culture. They do not use it in a formal situation or in asituation when they know the person they speak to does not understand Korean language. When theyspeak in Korean language, code mixing appears. Entertainers, particularly singer, actor and actress,become the major factor that motivates the students to learn Korean language. It has influenced thestudents in STIKES Banyuwangi and as a result several of them use Korean words in theircommunication.


2020 ◽  
Vol 4 (7) ◽  
Author(s):  
Zhenying Ju

The rapid development of the economy and the continuous improvement of the education system made the state begin to pay more attention to the talents in the education sector, especially in the context of the development of economic globalization, the demand for talents in foreign languages is increasing. China and South Korea are closely connected, so the demand for Korean language talents in our country is increasing, and many universities have established Korean language majors, and is constantly exploring teaching models and methods to enhance Korean language teaching, among which, experiential teaching being the university's Korean language teaching is the important ways and means. This paper mainly analyzes the construction of the model of Korean language teaching in universities under experiential learning.


Author(s):  
Nasiba Xakimboyevna Abdullaeva ◽  

Currently, teaching foreign languages is becoming relevant in connection with the introduction of new pedagogical. The student is faced with a number of facts related to the field of vocabulary, grammar, phonetics, and stylistics. In addition, simultaneously with the study of the language, one must also study the culture of its people - get acquainted with history, literature, economics, geography, everyday life, traditions, etc. The aim of this study is to explore innovative methods and techniques in teaching writing in Korean, and to determine the importance of learning Korean and writing literacy. The article reveals the features of teaching writing, namely active, passive and interactive methods and their application in the classroom in the Korean language.


2020 ◽  
Vol 55 (2) ◽  
Author(s):  
Ľubomír Zvada

This Handbook maps the contours of an exciting and burgeoning interdisciplinary field concerned with the role of language and languages in situations of conflict. It explores conceptual approaches, sources of information that are available, and the institutions and actors that mediate language encounters. It examines case studies of the role that languages have played in specific conflicts, from colonial times through to the Middle East and Africa today. The contributors provide vibrant evidence to challenge the monolingual assumptions that have affected traditional views of war and conflict. They show that languages are woven into every aspect of the making of war and peace, and demonstrate how language shapes public policy and military strategy, setting frameworks and expectations. The Handbook's 22 chapters powerfully illustrate how the encounter between languages is integral to almost all conflicts, to every phase of military operations and to the lived experiences of those on the ground, who meet, work and fight with speakers of other languages. This comprehensive work will appeal to scholars from across the disciplines of linguistics, translation studies, history, and international relations; and provide fresh insights for a broad range of practitioners interested in understanding the role and implications of foreign languages in war.


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