Dept. of Languages and Literature University of Utah

Dept. of Languages and Literature University of Utah

INTERMEDIATE KOREAN 1 (KOREA 2010)

중급 한국어 1

Fall 2017 MW 11:50 - 1:45

HPR N 226

Instructor: Kona Eldredge (박고은)

·  E-mail:

·  Appointments should be arranged in advance via email.

Please note: I will try to respond to your email as soon as possible. Normal response time is 24 hours, but please allow up to 48 hours for a response.

Course Description

This is a second year Korean language course designed for students who have passed the equivalent of two semesters of university-level Beginning Korean (Korean 1010 and 1020 at the University of Utah). A solid knowledge of the Korean alphabet and beginning skills in comprehension, speaking, reading, and writing Korean are expected. In this course, we will continue to build on these skills to enhance communicative competence through acquisition of a wider vocabulary and practice with additional, more advanced, grammatical forms. The main purpose of the course is to increase student ability in speaking, reading and writing in situations encountered in daily life. To advance to KOREA 2020, you will need to pass this class with a grade of B- or higher.

This course is based on the integration of learning outcomes across Interpersonal, Interpretive, and Presentational Modes of Communication. Students perform real-world communicative tasks in culturally appropriate ways as they gain familiarity with products, practices, and perspectives of the target culture. Students learn grammar, vocabulary, and structures to enable them to meet functional performance goals at this level and to build a foundation for continued language learning. During this course, students perform consistently in the intermediate range while a few abilities may emerge in the advanced range.

Interpersonal Communication: Students initiate and sustain meaningful spoken, written, face-to-face or virtual communication by providing and obtaining information, expressing feelings and emotions, and exchanging opinions in culturally appropriate ways with users of the target language. Students actively negotiate meaning across languages and cultures to ensure that their messages are understood and that they can understand others.
Interpretive Listening/Viewing: Students demonstrate comprehension of the main idea and relevant details in a variety of live and recorded texts ranging from regular conversations, messages, songs, personal anecdotes and narratives from the textbook and Internet sources that are related to each lesson. By using a variety of listening/viewing strategies, students are able to glean meaning beyond the literal and understand the cultural mindset of text creators. Students reinforce and expand their knowledge across disciplines and cultures as they acquire information and distinctive viewpoints from a variety of media.
Interpretive Reading: Students demonstrate comprehension of the main idea and relevant details in a variety of written texts, ranging from messages, personal anecdotes, advertisements, articles, narratives, and recipes from the textbook and Internet sources that are related to each lesson. By using a variety of reading strategies, students are able to glean meaning beyond the literal and understand the cultural mindset of text creators. They reinforce and expand their knowledge across disciplines and cultures as they acquire information and distinctive viewpoints from print and digital sources.
Presentational Speaking: Students give live or recorded presentations to diverse audiences for varied purposes using information, concepts, ideas, and viewpoints on a variety of topics, sometimes supported by props, pictures, realia (objects from everyday life used in instruction), or media. Students demonstrate linguistic and cultural competence through the coursework. Students incorporate their understanding of the target culture into presentations in a manner that facilitates comprehension where no direct opportunity for interaction between the presenter and audience exists.
Presentational Writing: Students write presentations in print and digital formats for diverse audiences using information, concepts, ideas, and viewpoints on a variety of topics for varied purposes. Students demonstrate linguistic and cultural competence through the coursework. Students incorporate their understanding of the target culture into text in a manner that facilitates interpretation where no direct opportunity for interaction between the author and audience exists.

Course Objectives

1.  to develop communicative competence in intermediate speaking, comprehension, reading, and writing of Korean

2.  to increase cultural understanding of Korea

3.  to encourage further study of the Korean language and culture

Required Texts

·  Cho, Y., Lee, H., Schulz, C., Sohn, H., & Sohn. S. (2012). Integrated Korean: Intermediate 1. (2nd ed.). Honolulu, HI: University of Hawai’i Press.

·  Park, M., Oh, S., Suh, J., & Kim, M. (2012). Integrated Korean Workbook: Intermediate 1. (2nd ed.). Honolulu, HI: University of Hawai’i Press.

·  We will also use the audio recordings available at the following site (for conversations, narrations, and workbook listening questions):

http://kleartextbook.com/f_media/a_audio/lesson1lesson7/

Conversation Courses

PLEASE NOTE: As displayed on the on-line class schedule, to fulfill your BA language requirement, you must take KOREA 3600 and 3610, the 1-credit Korean Conversation courses, in conjunction with both KOREA 2010 and 2020. If, for scheduling reasons, you are not able to take both the regular course and the 1-credit Conversation course during the same semester, you are still required to make up the course you missed within a year in order to fulfill your language requirement. For instance, if you’re enrolled in 2010 but are unable to enroll in 3600 this semester, you must take 3600 in the fall of 2018.

COURSE REQUIREMENTS

Attendance and Participation (AP) 10%

Your AP grade is based on coming to class prepared, your attendance, your active participation in class activities, and your collegiality. You are allowed two unexcused absences. Each unexcused absence beyond this will result in a one-point deduction from your participation grade, up to the total of 10 points for participation. An absence may be excused if supported by documentation, such as a doctor’s note, funeral program, etc. Three late arrivals of 10 minutes or more will count as one absence, and two late arrivals of 60 minutes or more will count as one absence. These rules will also apply when you leave early. See also: http://registrar.utah.edu/handbook/index.php

Other Expectations:

l  Before the start of a new lesson, you are expected to preview the materials that are listed on the schedule.

l  KOR 2010 is a 4 credit class. This means you should plan to spend 8 to 12 hours outside of class in preparation, homework, review, etc.

l  Cell phones should be turned off or in airplane mode during class, and laptops kept off desks unless a class activity requires their use.

Homework (HW) 20%

Homework due dates are marked HW on the schedule, and you will be given a schedule of assignments in advance of the weeks they are due. Homework must be handed in at the beginning of class on the due date. Homework will be graded Complete (2 points) or Incomplete (1 point). Incomplete homework (this includes sloppy or careless work) will receive half credit. Homework that is mostly incomplete will be returned without credit. Late homework will not be accepted for any credit; however, it will be corrected for learning purposes.

Quizzes (QZ) 15%

Most quizzes will cover vocabulary, grammar, and listening questions. Quizzes will be given twice during each lesson, corresponding with the two sections of new vocabulary in each lesson. See the page numbers indicated next to each quiz on the schedule. The main quizzes will be administered in three parts, as follows: 1) The instructor calls out the first group of words in Korean, and students write the words using the correct Korean spelling with the English definition. 2) The instructor writes the remaining words on the board in English, and students write the Korean equivalents. 3) Two to five grammar and/or listening questions from the previous lessons may be included on the quizzes. Quizzes 3, 6, 9, and 12 will be conjugation quizzes (Conj.) based on grammar from the previous lessons. The quiz with the lowest grade will be dropped.

No make-up quizzes will be allowed unless you provide documentation of a medical reason or family emergency.

Oral Presentations (OP) 20%

Oral Presentations are two- or three-person conversations or one-person narratives that you compose, practice, and perform for the class. Special instructions will be provided for each OP beforehand on Canvas. At the beginning of class, you will submit your script to the instructor. You may use a cue sheet for longer presentations, but you must nonetheless deliver the presentation spoken, not read. If you have severe stage fright, you may arrange a private performance.

• Evaluation will be made according to the following five categories for a maximum of 15 points: CONTENT; ACCURACY; COMMUNICATION; PRONUNCIATION and INTONATION; PREPARATION. Please see the rubric below.

• You may have your content checked for errors ahead of time. In fact, you are encouraged to do so in order to avoid memorizing and thus reinforcing incorrect language use.

ORAL PRESENTATIONS – Evaluation Rubric:

Point designation: 1-poor 2-fair 3-good

Category / What it takes to get a 3
CONTENT / All requirements are followed (length, vocabulary and grammar use, etc.). Script is free from spelling and grammar errors.
ACCURACY / All usage, grammar, and vocab are correct.
COMMUNICATION / Speech is clear, loud enough, and fluent enough (shouldn’t be too fast) for the instructor and most of the class to understand. Facial expressions, tone of voice, and body language are natural, and aid in the communication of your content.
PRONUNCIATION and INTONATION / Even if you don’t sound like a native speaker, vowels and consonants are clearly distinguished and intonation is accurate.
PREPARATION / The OP is written or typed out neatly with your names and the OP number on the sheet. You are ready to present when called upon and submit your script to the instructor. You have the content memorized, and your reliance on cues is nonexistent or barely detectible.

No make-up OPs will be allowed unless you provide documentation of a medical excuse or family emergency, or you receive permission in advance from the instructor.

Lesson Tests and Oral Test (LT/OT) 30%

Lesson Tests will be administered on scheduled days and will cover the content of the previous lesson(s). The Oral Test will take place at the end of the semester before the final exam (see schedule), and each student will schedule a 15-minute appointment to take the test in the classroom.

·  Lesson Test 1: Lessons 16 17

·  Lesson Test 2: Lesson 1

·  Lesson Test 3: Lesson 2

·  Lesson Test 4: Lessons 16, 17, 1, 2, 3 (Comprehensive Exam)

No make-up lesson or oral tests will be allowed unless you provide documentation of a medical excuse or family emergency, or you receive permission in advance from the instructor.

Grading Policy

Attendance and Participation (AP) 10%

Homework (HW) 20%

Quizzes (QZ) 20%

Oral Presentations (OP) 20%

Lesson Tests and Oral Test (LT/OT) 30%

Total 100%

Grading Scale

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Dept. of Languages and Literature University of Utah

A 94% and above

A- 90-93.9%

B+ 87-89.9%

B 84-86.9%

B- 80-83.9%

C+ 77-79.9%

C 74-76.9%

C- 70-73.9%

D+ 67-69.9%

D 64-66.9%

D- 60-63.9%

E 59.9% and below

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Dept. of Languages and Literature University of Utah

ADA Statement

The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Union Building, 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations. (For more information, please see: http://disability.utah.edu/services/index.php)

Faculty Responsibilities

All students are expected to maintain professional behavior in the classroom setting, according to the Student Code spelled out in the Student Handbook. Students have specific rights in the classroom as detailed in Article III of the Code. The Code also specifies proscribed conduct (Article XI) that involves cheating on tests, plagiarism, and/or collusion, as well as fraud, theft, etc. Students should read the Code carefully and know they are responsible for the content. According to Faculty Rules and Regulations, it is the faculty’s responsibility to enforce responsible classroom behaviors. This enforcement will begin with verbal warning, and if disorderly conduct continues, the student will be dismissed from class and receive a failing grade. Students have the right to appeal such action to the Student Behavior Committee.

Disclaimer

Some students may find that material presented or discussed in this course conflicts with core religious or personal beliefs. Please review the entire syllabus well before the drop-add period ends. Please see the following link for further clarification of this policy: http://regulations.utah.edu/academics/6-100.php.

Plagiarism

According to the University of Utah Student Code, plagiarism is defined as “the intentional unacknowledged use or incorporation of any other person’s work in, or as a basis for, one’s own work offered for academic consideration or credit or for public presentation. Plagiarism includes, but is not limited to, representing as one’s own, without attribution, any other individual’s words, phrasing, ideas, sequence of ideas, information or any other mode or content of expression.” Any student found to have plagiarized material will be reported to the Student Behavior Committee and will automatically receive an “F” on the assignment in question. (For more information, please see: http://regulations.utah.edu/academics/6-400.php)

Non-Contract Note

Please be aware: this syllabus is not a binding legal contract. The instructor may choose to add, omit, or change certain readings or requirements with advance notification.

Tentative Schedule

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Dept. of Languages and Literature University of Utah

Monday / Wednesday
1 / 8/21
Introduction
Lesson 16
-New Words (p.171) / 8/23
Lesson 16
-Conversation 1
-G16.1, G16.2
2 / 8/28
Lesson 16
-G16.3
-New Words (p. 180)
-Culture (p. 188-189)
-Conversation 2 / 8/30 HW 1
Lesson 16
-QZ 1 (p. 171, 180)
-G16.4, G16.5
-Narration
-Wrap up Activities
3 / 9/4
Labor Day / 9/6 HW 2
Lesson 17
-New Words
(p. 196)
-Conversation 1
-G17.1, G17.2
4 / 9/11
Lesson 17
-New Words (p. 209)
-Culture (p. 217-218)
-G17.3
-Conversation 2 / 9/13 HW 3
Lesson 17
-QZ 2 (p.196, 209)
-G17.4, G17.5
-Narration
5 / 9/18 HW 4
Lesson 17
-OP 1
-Wrap up Activities / 9/20
Lessons 16, 17
-QZ 3 (VC)
-LT1 Review
6 / 9/25
Lesson Test 1 / 9/27
Lesson 1
-New Words (p. 5)
-Conversation 1
-G1.1, G1.2
7 / 10/2 HW 5
Lesson 1
-QZ 4 (p. 5)
-Conversation 2
-New Words (p. 12)
-Culture (p. 22)
-G1.3 / 10/4
Lesson 1
-QZ 5 (p. 12)
-G1.4, G1.5
-Narration
8 / Fall Break (10/8 – 10/15)
Monday / Wednesday
9 / 10/16 HW 6
Lesson 1
-OP 2
-Wrap up Activities / 10/18
Lesson 1
-QZ 6 (VC)
-LT2 Review
11 / 10/23
Lesson Test 2 / 10/25
Lesson 2
-New Words (p. 31)
-Conversation 1
-G2.1, G2.2
12 / 10/30 HW 7
Lesson 2
-QZ7 (p. 31)
-New Words (p. 38)
-Culture (p. 48)
-Conversation 2
-G2.3 / 11/1
Lesson 2
-QZ 8 (p. 38)
-G2.4, G3.5
-Narration
13 / 11/6 HW 8
Lesson 2
-OP 3
-Wrap up Activities / 11/8
Lesson 2
-QZ 9 (VC)
-LT3 Review
14 / 11/13
Lesson Test 3 / 11/15 Lesson 3
-New Words (p. 61)
-Conversation 1
-G3.1, G3.2
15 / 11/20 HW 9 Lesson 3
-QZ 10 (p. 61)
-New Words (p. 67)
-Culture (p. 75)
-Conversation 2
-G3.3 / 11/22
Lesson 3
-QZ 11 (p. 67)
-G3.4, G3.5
-Narration
16 / 11/27 HW 10
Lesson 3
-OP 4
-Wrap up Activities / 11/29
Lesson 3
-QZ 12 (VC)
-LT4 Review
-Oral Test Prep
17 / 12/4
Oral Test
Group A / 12/6
Oral Test
Group B
18 / 12/13 (Tues: 10:30 am – 12:30 pm)
Lesson Test 4
(Comprehensive Exam)

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