Teaching Korean second-person pronouns through concept-based language instruction : A microgenetic case study
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This article presents a microgenetic case study of the development of second language (L2) sociopragmatic knowledge in a Filipino learner of Korean enrolled in a graduate program of a Korean university. Dorothy (a pseudonym) participated in a one-hour concept-based language instruction (C-BLI) tutorial every week for four months. The C-BLI was designed to enhance the participant’s understanding of seven second-person pronouns to accomplish desired creation of social distance and power hierarchies by successfully manipulating the complexities of the Korean second-person pronoun paradigm. The researcher developed imagistic tools to raise Dorothy’s awareness of the complex social conventions of Korean address forms. Interview data was collected before, during, and after the C-BLI. Three tests were administered (i.e., pretest, posttest, delayed-posttest), and test results were analysed to examine how accurately Dorothy interpreted speaker intents and what kinds of contextual cues were considered. Analysis showed that Dorothy developed a conceptual framework over the instructional period which enabled her to perceive a wider variety of contextual cues and thus read speaker intentions more accurately. Results also showed that Dorothy gained confidence in using Korean second-person pronouns which allowed her to function as a more legitimate citizen of the Korean society in which she can clearly express her intention and emotion through full control over an important interpersonal tool. The present study represents an initial step toward explicitly teaching usage rules of Korean second-person pronouns and promoting conceptual development in using these important linguistic tools.
Abstract
This article presents a microgenetic case study of the development of second language (L2) sociopragmatic knowledge in a Filipino learner of Korean enrolled in a graduate program of a Korean university. Dorothy (a pseudonym) participated in a one-hour concept-based language instruction (C-BLI) tutorial every week for four months. The C-BLI was designed to enhance the participant’s understanding of seven second-person pronouns to accomplish desired creation of social distance and power hierarchies by successfully manipulating the complexities of the Korean second-person pronoun paradigm. The researcher developed imagistic tools to raise Dorothy’s awareness of the complex social conventions of Korean address forms. Interview data was collected before, during, and after the C-BLI. Three tests were administered (i.e., pretest, posttest, delayed-posttest), and test results were analysed to examine how accurately Dorothy interpreted speaker intents and what kinds of contextual cues were considered. Analysis showed that Dorothy developed a conceptual framework over the instructional period which enabled her to perceive a wider variety of contextual cues and thus read speaker intentions more accurately. Results also showed that Dorothy gained confidence in using Korean second-person pronouns which allowed her to function as a more legitimate citizen of the Korean society in which she can clearly express her intention and emotion through full control over an important interpersonal tool. The present study represents an initial step toward explicitly teaching usage rules of Korean second-person pronouns and promoting conceptual development in using these important linguistic tools.
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