Title

Using Short Film Clips as a Lens into Korean Language and Culture: Building Content Knowledge and Practical Language Skills

Subject Area

Foreign Language Pedagogy

Abstract

This paper looks at how films can be used effectively in the KFL(Korean as a Foreign Language) elementary classroom. Foreign language educators have attempted to integrate films into their curriculum. However, their practical application is highly related to intermediate and advanced language classes. Nevertheless, I believe that films can still be effectively used even for the elementary course so long as instruction is both structurally driven to meet the teaching objectives and tailored to students’ language proficiency. For instance, utilizing short clips is feasible, in contrary to the entire film as a whole. The advantages of using short clips have been described in Kaiser’s (2011) study. First, the use of short clips makes it possible to focus on one scene in depth, explore the language of the clip and other components of visual semiotics. Second, the quantity of language is controlled. Third, they can be played repeatedly in class. Finally, students can view clips as homework assignments.
Supported by his argument, in this paper, I will discuss how a particular Korean film, My Tutor Friend 2 (2007), was carefully selected for an elementary KFL classroom. And then I will explore how short clips can benefit language instruction from both linguistic and cultural perspectives. After discussing the findings from the selected film, I will present a few classroom activities. In conclusion, this paper will argue that short scenes appropriate to student’s proficiency and curriculum can facilitate better understanding of the target language and culture. Furthermore, they can bridge the gap between the materials learned and their practical application.

Brief Bio Note

Dr. Jiyoung Daniel is an Assistant Professor of Korean in the Department of Modern & Classical Languages at the University of North Georgia. She earned both B.A. and Ph.D. degrees in linguistics from the University of Georgia. She has grown the Korean program from six to 136 since she came to UNG in 2010. Currently she teaches all levels of Korean, assists students in their Study Abroad experiences in Korea, serves as a recruiting liaison to the Korean community and teaches in the summer language institute.

Keywords

Films, Short film clips, Korean language, Korean culture, KFL, Content knowledge, Cultural studies, Practical language

Location

Room 217

Presentation Year

2015

Start Date

3-26-2015 10:30 AM

End Date

3-26-2015 11:45 AM

Embargo

5-23-2017

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Mar 26th, 10:30 AM Mar 26th, 11:45 AM

Using Short Film Clips as a Lens into Korean Language and Culture: Building Content Knowledge and Practical Language Skills

Room 217

This paper looks at how films can be used effectively in the KFL(Korean as a Foreign Language) elementary classroom. Foreign language educators have attempted to integrate films into their curriculum. However, their practical application is highly related to intermediate and advanced language classes. Nevertheless, I believe that films can still be effectively used even for the elementary course so long as instruction is both structurally driven to meet the teaching objectives and tailored to students’ language proficiency. For instance, utilizing short clips is feasible, in contrary to the entire film as a whole. The advantages of using short clips have been described in Kaiser’s (2011) study. First, the use of short clips makes it possible to focus on one scene in depth, explore the language of the clip and other components of visual semiotics. Second, the quantity of language is controlled. Third, they can be played repeatedly in class. Finally, students can view clips as homework assignments.
Supported by his argument, in this paper, I will discuss how a particular Korean film, My Tutor Friend 2 (2007), was carefully selected for an elementary KFL classroom. And then I will explore how short clips can benefit language instruction from both linguistic and cultural perspectives. After discussing the findings from the selected film, I will present a few classroom activities. In conclusion, this paper will argue that short scenes appropriate to student’s proficiency and curriculum can facilitate better understanding of the target language and culture. Furthermore, they can bridge the gap between the materials learned and their practical application.