Appropriate uses of referents and verbs in narratives in Korean and pedagogical implications Jong Oh Eun & Mina Lee Defense Language Institute Foreign Language Center This speech/presentation is authorized by the Defense Language Institute Foreign Language Center and the Department of Defense. Contents of this presentation are not necessarily the official views of, or endorsed by, the U.S. Government, DoD, Department of the Army, or DLIFLC.
The problem In order to effectively tell a story or personal experience, a speaker should be able to appropriately describe the participants in the story, the participant s actions and movements, and the sequence of events related to what s/he wants to talk about (Strauss, 2009)* This study focuses on how Korean as a Foreign Language (KFL) learners use nominal referents and action verbs when they narrate a story. *Strauss, Susan (2009). The Pear Film: A pedagogical tool for intermediate to advanced learners of Korean. CALPER, Pennsylvania State University.
Data collection A joint endeavor between the Center for Advanced Proficiency Education and Research (CALPER) at the Penn State and DLIFLC A short 6 minute film, called The Pear Film (1980)* 13 native speakers (NS), 16 non-heritage speakers (NHS), and 5 heritage speakers (HS) * Chafe, Wallace (1980). The Pear Film.
How to address a person I. A farmer NS (N=13): 아저씨 (17), 농부 (16), 남자 (9), 사람 (3), 분 (2), 남자농부 (1), 남자어른 (1) (Total: 48) HS (N=16): 남자 (7), 아저씨 (4), 사람 (2), 주인 (2) (Total: 15) NHS (N=16): 남자 (33), 사람 (10), 아저씨 (7), 농부 (6), 남자농부 (1) (Total: 57)
How to address a person I. A farmer 60.00% 50.00% 40.00% 30.00% 20.00% NS HS NHS 10.00% 0.00% 아저씨농부남자사람분남자농부남자어른주인
How to address a person II. A kid (male) NS(N=13): 소년 (26), 아이 / 애 (20), 남자아이 / 애 (4), 사내아이 (1), 꼬마 (1) (Total: 52) HS(N=5): 남자 (6), 아이 / 애 (5), 꼬맹이 (4), 어린아이 (4), 꼬마 (2), 소년 (1) (Total: 22) NHS(N=16): 남자 (35), 아이 / 애 (15), 사람 (4), 어린이 (3), 청소년 (2), 남자어린이 (1), 남자청소년 (1), 도둑 (1), 소자 (1), 애기 (1) (Total: 66)
How to address a person II. A kid (male) 60% 50% 40% 30% 20% NS HS NHS 10% 0%
How to address a person III. A kid (female) NS(N=13): 소녀 (12), 여자아이 / 애 (11), 아이 (3), 여자 (3), 여학생 (2), 여자소녀 (1) (Total: 32) NHS(N=5): 여자 (21), 아이 (2), 사람 (1), 여자청소년 (1), 여자어린이 (1) (Total: 26) HS(N=16): 여자 (7), 여자아이 / 애 (1), 여성 (1) (Total: 9)
How to address a person III. A kid (female) 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% NS HS NHS 20.00% 10.00% 0.00%
How to address a person IV. Demonstratives The Farmer NS: 그농부, 그아저씨 NHS: 그남자 The kid NS: 그소년, 그아이 NHS: 그남자, 그사람
How to address a person V. Attributive clauses A specific farmer NS: 배따고있던아저씨, 배를따던농부, NHS: 그배를따는, 그나무에서일하는남자, A specific kid NS: 그과일바구니를가지고가던, 그넘어진아이, NHS: 그자전거타는, 자전거있는, 배훔쳤는남자
Classroom Activities Help students learn different terms to address people different in gender, age, and relationship with the speaker
누구일까요? 아저씨꼬마남학생할아버지남자애소년중년남성 노인
누구일까요? 아가씨아주머니여선생님아줌마이웃집아주머니꼬마아이
누가더아저씨같아요? 다음네명의인물중에서누가더아저씨같은지찾아보세요. 그리고왜그렇게생각하는지말해보세요.
틀렸으면박수를치세요!
kp_cul254_act_3.flv 아저씨 / 아줌마
Classroom Activities Help students learn how to use appropriate tenses in attributive clauses Introduce attributive forms Introduce different tenses Reinforce the grammar patterns by telling a story Watching a video clip Looking at a series of pictures Connecting sentences
How to Describe an Action
Picking something NS 따다 (70) 줍다 (11) 집다 (8) 수확하다 (5) 80 70 60 50 40 30 20 10 0 NS (%) 따다줍다집다수확하다 NS
Picking something Non-Heritage 따다 (50) 줍다 (0) 집다 (0) 수확하다 (0) 120 100 80 60 40 NHS (%) NHS 20 0 따다줍다집다수확하다
Picking something Heritage 따다 (16) 줍다 (1) 집다 (2) 수확하다 (2) 80 70 60 50 40 30 20 10 0 HS (%) 따다줍다집다수확하다 HS
Misuse by NHS NHS 잡다 (7) 베다 (7) 뽑다 (4) 집다 (2) 떼다 (1) TOTAL: 21 35 30 25 20 15 10 5 0 Misuse by NHS (%) 잡다베다뽑다집다떼다 NHS (%)
Taking a goat
Taking a goat NS (N=13) 데리고오다 / 지나가다 (4) 끌다 (3)/ 끌고지나가다 (6)/ 끌고오다 (1) / 끌려가다 (1) 몰고가다 (1) TOTAL: 16 80 70 60 50 40 30 20 10 0 NS (%) NS (%) 데리고 오다 / 지나가다 끌다 몰고가다
Taking a goat Non-Heritage (N=16) ( 같이 ) 걸어가다 / 지나가다 (4) 데리고가다 (3) 가지고오다 / 지나가다 (2) 가지고있다 (2) 있다 (1) 끌다 (2) TOTAL: 14 35 30 25 20 15 10 5 0 NHS (%) NHS (%)
Taking a goat Heritage (N=5) 데리고지나가다 (1) 같이지나가다 (1) 30 HS (%) 몰고다가오다 (1) 25 20 -하고걸어가다 (1) TOTAL: 4 15 10 5 0 데리고 같이지나가다몰고오다하고걸어가다 HS (%) 지나가다
Comparison NS (N=13) NHS (N=16) HS (N=5) 데리고 V 4 3 1 끌다 11 2 0 몰다 1 0 1 같이가다 0 4 2 가지고 V 0 4 0 있다 0 1 0 TOTAL 16 14 4
Comparison 70 60 50 40 30 NS (%) NHS (%) HS (%) 20 10 0 데리고 V 끌다몰다같이가다가지고 V 있다
Spilling/falling/dropping
Spilling/Falling/Dropping NS (N=13) 떨어지다 (18) 떨어뜨리다 (5) 넘어지다 (21) 쏟아지다 (13) 흩어지다 (4) 쓰러지다 (4) 내동댕이치다 (2) 흘리다 (1) 35 30 25 20 15 10 5 0 NS (%) NS (%)
Spilling/Falling/Dropping NHS (N=16) 떨어지다 (32) 떨어뜨리다 (0) 넘어지다 (5) 쏟아지다 (0) 흩어지다 (0) 쓰러지다 (1) 내동댕이치다 (0) 흘리다 (0) 90 80 70 60 50 40 30 20 10 0 NHS (%) NHS (%)
Misuse NHS (N=16) 나가다 (1) 붓다 (1) 추락하다 (1) 무너지다 (3) 여기저기있다 (1) 잊어버리다 (1) 40 35 30 25 20 15 10 5 0 NHS (%) NHS (%)
떨어지다 떨어뜨리다 넘어지다 쏟아지다 흩어지다 쓰러지다 내동댕이치다 흘리다 엎지르다 잃어버리다 Spilling/Falling/Dropping HS (N=5) 떨어지다 (11), 떨어뜨리다 (1) 넘어지다 (7) 쏟아지다 (1) 흩어지다 (0) 쓰러지다 (1) 50 45 40 35 30 25 20 15 10 5 0 HS (%) HS (%) 내동댕이치다 (0) 흘리다 (1) 엎지르다 (1), 잃어버리다 (1)
Comparison NS (N=13) NHS (N=16) HS (N=5) 떨어지다 18 32 11 떨어뜨리다 5 0 1 넘어지다 21 5 7 쏟아지다 13 0 1 흩어지다 4 0 0 쓰러지다 4 1 0 내동댕이치다 2 0 0 흘리다 1 0 1 엎지르다 0 0 2 잃어버리다 0 1 1 TOTAL 68 39 24
Comparison 90 80 70 60 50 40 30 NS (%) NHS (%) HS (%) 20 10 0
How to express a sequence: Tripping over a stone
How to express a sequence: Tripping over a stone NS -( 자전거가 / 아이가 ) 돌부리 / 바위에걸려 / 부딪혀넘어지다 (70%) -아이가넘어지다 (15%) -자전거가쓰러지다 (15%)
How to express a sequence: Tripping over a stone NHS -바위를안보고충돌하다 -바퀴를치고넘어지다 -사고가나다 / 일어나다 -돌하고부딪히다 / 충돌하다 -돌못봤고넘어지다
How to express a sequence: Tripping over a stone NHS (Misuse) -바위를맞다 -아이들이추락하다 -남자가무너지다 -돌하고그치다 -돌을충돌하고쓰러지다 / 떨어지다 -바위를부딪히다 1. Collocation and use of appropriate verbs 2. Use of markers
How to express a sequence: Tripping over a stone HS -돌을부딪히고떨어지다 -돌멩이부딪혀서넘어지다 -돌에걸려서넘어지다 -돌에부딪혀서자전거가넘어지다
Story Telling Using Pictures (Source: CARLA, UMN)
Story Telling Using Video Clips Watch a video clip and tell me what happened? Sample: Click here 1. 2.
Story Telling Using Person Video Shoot a 2-3 minute video of your/your friend s life and narrate a story watching the video Create a short documentary film using the personal video
Pedagogical Implications Discourse-based and contextualized grammar and vocabulary teaching Awareness of pragmatic competence and appropriateness (e.g., collocation) Reinforce vocabulary through various taskbased activities using visual aids such as video clips and pictures
Questions?