Ten Thousand Miles Away: teaching distant languages and the role of grammar
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It is a constant challenge for teachers and learners alike to teach Indo-European countries, like English, French and Spanish in country with a very distant native language like Korea. The opposite, of course, holds true, teaching Korean for European learners is an equally arduous endeavor. In this essayistic paper, I revise the concepts of language distance and language transference, explaining how important they are for successful learning of foreign language. I try to explain how to measure language distance and justify why Korean may be considered a very distant language from European languages. Following that, I talk about how distance impacts transference of knowledge and, thus, learning, motivation and students’ attitude. I will claim that, because the teaching of European languages has been for a long time an endemic enterprise, these two characteristics have been largely ignored by those preparing pedagogical material. I discuss that the experience of dealing with distant languages challenge some of unspoken assumptions of both Foreign Language Acquisition.
Abstract
It is a constant challenge for teachers and learners alike to teach Indo-European countries, like English, French and Spanish in country with a very distant native language like Korea. The opposite, of course, holds true, teaching Korean for European learners is an equally arduous endeavor. In this essayistic paper, I revise the concepts of language distance and language transference, explaining how important they are for successful learning of foreign language. I try to explain how to measure language distance and justify why Korean may be considered a very distant language from European languages. Following that, I talk about how distance impacts transference of knowledge and, thus, learning, motivation and students’ attitude. I will claim that, because the teaching of European languages has been for a long time an endemic enterprise, these two characteristics have been largely ignored by those preparing pedagogical material. I discuss that the experience of dealing with distant languages challenge some of unspoken assumptions of both Foreign Language Acquisition.
참고문헌 (19)
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