Continuing Korean. Ross King

Чтение книги онлайн.

      Introduction

      The authors have aimed to write a book that will appeal to a broad range of learners, including individuals working on their own, professional people working with a tutor, and university students in a classroom setting. The remarks here are aimed primarily at teachers contemplating using the textbook with learners of the latter type.

      Main Objective

      The main objective of the two volumes comprising Elementary Korean and Continuing Korean is communicative competence in contemporary spoken Korean through a systematic and streamlined introduction to the fundamental patterns of the language. Most lessons in Continuing Korean (this, the second volume) also contain a “Reading Passage,” and both volumes introduce a small number of patterns more relevant to written language than spoken. In such cases, the student is advised as to the spoken vs. written language status of the pattern in question. Thus, these textbooks do not aim at oral competence alone.

      In terms of the ACTFL Proficiency Guidelines, the authors believe that the two volumes together provide enough material for a student to attain Intermediate-Low to Intermediate-Mid proficiency level. Of course, this is also dependent on the number of contact hours and the quality of “act”-related (as opposed to “fact”-related) instruction provided.

      Basic Methodology

      This textbook is unabashedly structuralist and eclectic in its philosophy and methodology. Some teachers versed in the latest task-based and proficiency-oriented approaches to language teaching may find the book’s structuralist approach reminiscent of the “grammar translation method” and the “audio-lingual method.” Such teachers should remember one point: the book does not teach the course in the classroom.

      The authors believe the textbook is amenable to any number of language teaching approaches and styles in the classroom and see it primarily as an out-of-class reference tool to ready the students for whatever activities their teacher has prepared for them in class. The grammar notes here are richer (though still concise, we hope) than those in other textbooks for at least two reasons:

      1) to help those students working on their own without recourse to a teacher, and

      2) to reduce the amount of class time needed for “fact” (as opposed to “act”).

      About the Exercises

      The exercises at the end of each lesson are designed primarily as written homework, not as oral exercises for the classroom. We have deliberately omitted oral pattern drills from the lessons because we feel such drills are easily constructed by the teacher and take up unnecessary space. Thus, one major shortcoming of the two volumes is the lack of СКАЧАТЬ