Teaching Hangul Effectively to Korean-English bilingual children

Presentation on theme: "Teaching Hangul Effectively to Korean-English bilingual children"— Presentation transcript:

1 Teaching Hangul Effectively to Korean-English bilingual children
Myoyoung Kim Defense Language Institue The 17th AATK Annual Conference June 30, 2012 Stanford University The 17th AATK conference 6/30/2012

2 In this Presentation…. 1. Introduction
2. Historical Review of Order of Hangul 3. Experiments 3.1 Participants 3.2 Methodology 3.3 Procedure 4. Results & Discussion 5. Pedagogical Implication 6. Acknowledgment The 17th AATK conference 6/30/2012

3 1. Introduction 1. Personal experience while teaching Korean-English bilingual children, who had trouble with mastering Hangul 2. Questions raised in my mind (1) Do we have to follow the traditional order of Hangul instruction? (2) Is there any way to reduce frustration for both teachers and children? The 17th AATK conference 6/30/2012

4 2. 한글의 자모 순서 1. 훈민정음 (1446) - 별도의 자모 순서를 정하지 않고 설명의 편의상 나열해 놓았음
(1) 예의(例義) – 상형의 법칙에 따라 - 초성 : ㄱ (ㄲ) ㅋ ㆁ ㄷ (ㄸ) ㅌ ㄴ ㅂ (ㅃ) ㅍ ㅁ ㅈ (ㅉ) ㅊ ㅅ (ㅆ) ㆆ ㅎ (ㆅ) ㅇ ㄹ ㅿ (17자 + (6자) = 23자) - 중성 : ㆍ ㅡ ㅣ ㅗ ㅏ ㅜ ㅓ ㅛ ㅑ ㅠ ㅕ (11자) The 17th AATK conference 6/30/2012

5 2. 한글의 자모 순서 (2) 제자해(制字解) 초성 : ㄱ ㄴ ㅁ ㅅ ㅇ ㅋ ㄷ ㅌ ㅂ ㅍ ㅈ ㅊ ㆆ ㅎ ㆁ ㄹ ㅿ (17자) ㄱ ㄷ ㅂ ㅈ ㅅ ㆆ ㅋ ㅌ ㅍ ㅊ ㅎ ㄲ ㄸ ㅃ ㅉ ㅆ ㆅ (17자) 중성: ㆍㅡ ㅣ ㅗ ㅏ ㅜ ㅓ ㅛ ㅑ ㅠ ㅕ (11자) The 17th AATK conference 6/30/2012

6 2. 한글의 자모 순서 2. 『훈몽자회(訓蒙字會)』(1527) 초성 : ㄱ ㄴ ㄷ ㄹ ㅁ ㅂ ㅅ ㆁ ㅋ ㅌ ㅍ ㅈ ㅊ ㅿ ㅇ ㅎ (16자) 중성 : ㅏ ㅑ ㅓ ㅕ ㅗ ㅛ ㅜ ㅠ ㅡ ㅣㆍ The 17th AATK conference 6/30/2012

7 2. 한글의 자모 순서 3. 20세기 이후 – 맞춤법 제작을 위한 기준 제시에 필요
(1)국문연구(國文硏究) (1909) - 주시경 자음 : ㄱ ㄴ ㄷ ㄹ ㅁ ㅂ ㅅ ㅈ ㅇ ㅎ ㅋ ㅌ ㅍ ㅊ 모음 : ㅏ ㅓ ㅗ ㅜ ㅡ ㅣ ㅑ ㅕ ㅛ ㅠ (2)조선어문법(朝鮮語文法) (1915)- 이상춘 자음 : ㄱ ㄴ ㄷ ㄹ ㅁ ㅂ ㅅ ㅇ ㅈ ㅎ ㅋ ㅌ ㅍ ㅊ ㅇ 모음 : ㅏ ㅓ ㅗ ㅜ ㅡ ㅣ ㅑ ㅕ ㅛ ㅠ The 17th AATK conference 6/30/2012

8 2. 한글의 자모 순서 4. 사전 제작의 목적으로 (1)한영자전(韓英字典)(1897) 자음 : ㅎ ㄱ ㅺ ㅋ ㅁ ㄴ ㄹ ㆁ ㅂ ㅽ ㅍ ㄹ ㅅ ㅆ ㄷ ㅼ ㅌ ㅈ ㄵ ㅊ 모음 : ㅏ ㅑ ㆍ ㅓ ㅕ ㅡ ㅣ ㅗ ㅛ ㅜ ㅠ ㅐ ㅒ ㆎ ㅔ ㅖ ㅢ ㅘ ㅙ ㅚ ㅞ ㅝ ㅟ (2) 조선말큰사전(조선어학회)(1947) 자음 : ㄱ ㄲ ㄴ ㄷ ㄸ ㄹ ㅁ ㅂ ㅃ ㅅ ㅆ ㅇ ㅈ ㅉ ㅊ ㅋ ㅌ ㅍ ㅎ 모음 : ㅏ ㅐ ㅑ ㅒ ㅓ ㅔ ㅕ ㅖ ㅗ ㅘ ㅙ ㅚ ㅛ ㅜ ㅝ ㅞ ㅟ ㅠ ㅡ ㅢ ㅣ The 17th AATK conference 6/30/2012

9 3. Experiments 3.1 Participants (1) 7 Korean-English bilingual children ( 3 girls & 4 boys ; age of 4 ) (2) were all born in the U.S.A. (3) exposed to materials written in English (4) were able to read in English at the time of experiment The 17th AATK conference 6/30/2012

10 3. Experiment 3.2 Methodology 3.2.1 Organization of Cards
Hangul cards were organized differently from the ones used at most of schools (1) Letters that clearly distinguished from others in sounds, and their shapes are less confusing to learners were presented first (2) Coda consonants (받침) were not presented separately The 17th AATK conference 6/30/2012

11 3. Experiment ㄱ ㅏ 가 각 3.2.2 한글 카드의 예 The 17th AATK conference
한글 카드의 예 ㄱ ㅏ 가 각 The 17th AATK conference 6/30/2012

12 3. Experiment 3.2.3 한글 카드 제시 순서 초성  중성  CV C1VC1  C1VC2
(1) ㄱ, ㄴ, ㅁ & ㅏ, ㅗ, ㅣ, ㅜ (2) ㄷ, ㅅ, ㅂ & ㅓ, ㅡ (3) ㅈ, ㅇ, ㅎ & ㅑ, ㅛ (4) ㄹ, ㅍ & ㅕ, ㅠ (5) ㅋ, ㅌ, ㅊ & ㅐ/ㅔ, ㅒ.ㅖ (6) ㄲ, ㄸ, ㅃ & ㅘ, ㅝ, ㅚ/ㅙ (7) ㅆ, ㅉ & ㅟ, ㅢ The 17th AATK conference 6/30/2012

13 3. Experiment 한글 카드 제시의 예 (set #1: ㄱ,ㄴ,ㅁ & ㅏ, ㅗ, ㅣ, ㅜ)
1) ㄱ, ㅏ  가  각 / ㄱ, ㅗ  고  곡 ….. 2) ㄴ, ㅏ  나  난 …. 3) 각, 곡, 긱, 국 & 난, 논, 닌, 눈  간, 곤, 긴, 군 / 낙, 녹, 닉, 눅  고기, 가구 The 17th AATK conference 6/30/2012

14 한글 카드 제시의 예 (con’t) (set #1: ㄱ,ㄴ,ㅁ & ㅏ, ㅗ, ㅣ, ㅜ) 4) ㅁ,ㅏ, 맘 ……
 각, 간, 감 / 낙, 난, 남 / 막, 만, 맘…..  곰, 모기, 문 / 몸, (긴) 목, 눈 (군)고구마, 감, 김(밥) 맘마, 나무, 미국 * 김, 미나, 민(아린), 노(아) ….. The 17th AATK conference 6/30/2012

15 3. Experiment 3.3 Procedure 3.3.1 Pre-assessment
: Shape identification Naming, Story-telling 3.3.2 Learning sessions - maximum 4 weeks (in a row) per child - 5 days per week - maximum 15 minutes per day 3.3.3 Post-evaluation: Words, Phrases, Sentences * Writing Hangul was excluded on purpose The 17th AATK conference 6/30/2012

16 4. Results & Discussion (1) After 4 weeks, all participants mastered Hangul and were able to read sentences without help, although fluency varied individually. (2) They read coda consonants smoothly even though there were no explicit instruction on final consonants. The 17th AATK conference 6/30/2012

17 5. Pedagogical Implication
5.1 By modifying the order of Hangul presentation, teachers can help Korean-English bilingual children’s reach the mastery of reading in Korean. 5.2 By customizing (personalizing) words, children’s interest would keep high throughout the learning process. 5.3 This methodology may be adapted to adult English speakers who want to read in Korean. The 17th AATK conference 6/30/2012

18 My Special Thanks to … Jeah Kim Nathan Lee Jonathan Lee Juno Seong
Lauren Hong Justin Song David Lee & most of all, their Moms The 17th AATK conference 6/30/2012

19 Questions, Suggestions, Comments,?
Thank you! Questions, Suggestions, Comments,? The 17th AATK conference 6/30/2012