Browsing by Subject "Korean"
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Item A Qualitative Study of Intergenerational Literacy Connection (ILC) Practices Among Korean ELL Families and Teachers(2012-07-16) Shin, Jee YoungThe purpose of this research was to examine the ways in which Korean families of English Language Learners (ELLs) and teachers supported literacy in young children, as well as the kinds of interactions between families and teachers that supported ELL children's literacy development. The sample for this study consisted of four Korean ELL students attending public early childhood programs in Texas, their teachers and families. A constructivist grounded theory-based approach to data generation was employed, utilizing a wide variety of data collection methods such as questionnaires, interviews, observations, photography, field notes, and video recording. Grounded analysis, content analysis, and narrative analysis were then used in order to analyze the data. The case analysis showed that the parents and teachers did their best using their own resources within their own contexts. However, their educational goals and practices were not noticed or shared by each other. The families' and teacher's challenges and limited resources resulted in the creation of invisible expectations of the other parties. However, by watching video clips about literacy practices and reading handouts about each person's literacy values, goals, experiences, and photo projects, the families and teachers recognized each other's literacy resources, negotiated different expectations, and mediated communication channels to facilitate ELL children's literacy development. In the cross-case analysis, one major theme emerged: the search for understanding two different social and cultural contexts to find an overlapping resource to support ELL children's literacy learning. In detail, the more sophisticated emergent description of literacy support of the Korean family participants was provided through the lenses of the sociocultural approach, bidirectionality, and intergenerational trajectories. With regard to the construction of literacy by the teacher participants, I found that behind their support is their own perception of a bilingual child: monolingual viewpoint vs. bilingual viewpoint. Furthermore, the teachers' bilingualism was related to parental involvement in the school curriculum. The analysis then found an overlapping resource to use to enhance ELL students' learning: the practice of classroom book reading. Finally, recommendations for future applications of the Intergenerational Literacy Connection (ILC) model and some future directions for research are also discussed.Item Cross Language Transfer and Foreign Language Learning Motivation in English and Chinese(2014-11-12) Cho, EunheeThis dissertation investigated two issues: cross-language transfer among three typologically distant languages?Korean, English, and Chinese?and the language learning motivation of Korean students as it relates to two foreign languages?English and Chinese. The study participants were Korean-speaking 9th graders who studied English and Chinese as foreign languages for seven years and one year, respectively. In the first of this dissertation?s two articles, the author examined the nature of morphology-based cross-language transfer from Korean to reading and writing in English and Chinese. Utilizing the body of recent morphological awareness research as a potent point of reference, the author investigated whether the skill of morphological awareness in Korean can be transferred to reading and writing in English and, by extension, whether morphological awareness skills in Korean and English can be transferred to reading and writing in Chinese. While this inquiry found no significant transfer of morphological awareness from Korean to writing in English or Chinese, it did ultimately link morphological awareness in Korean with a significant contribution to reading comprehension in the two target languages. This study also served to underscore the unique morphology-based transfer that can facilitate reading comprehension across different orthographies and the importance of proficiency in the target language. The second article investigated the motivation for learning a foreign language by exploring the potential relationship between motivation orientation, expectancy, and language performance. In particular, the author analyzed the primary motivations for Korean-speaking students in learning English as a second language (L2) and Chinese as a third language (L3), respectively, and whether expectancy for L2 and L3 mediated the relationship between motivation orientation and language performance. A mediating effect of expectancy between motivation orientation and language performance was, indeed, observed in a significant way for both English and Chinese, while the magnitude of the mediation was found to differ between the two target languages. This latter discrepancy can be interpreted as resulting from the different types of influence of required motivational orientation and instrumental motivational orientation and their discrete scopes of influence in English and Chinese learning. In the final analysis, this dissertation studied the interdependence among three typologically distant languages, focusing on morphological awareness; it also compared the motivational effect as it affects learning in two foreign languages. Results from both lines of inquiry strongly suggest that the diverse cross-language transfer effect and motivational factors in foreign language skills are directly tied to the target language, proficiency in the target language, and the socio-educational context in which the language is learned.Item The current status of Korean as a heritage language in the United States : learning opportunities, language vitality, and motivation(2011-12) Choi, Eunjeong; Horwitz, Elaine Kolker, 1950-; Oppenheim, Robert M.American-born Korean-Americans show one of the highest rates of heritage language attrition among immigrant groups in the United States. This literature review aims to identify factors that influence Korean heritage learners' motivation to maintain or disengage from heritage language learning, particularly focusing on language learning settings, learning opportunities, and learners' experiences and perceptions about the language and learning. First, it reviews research that informs about the current status of Korean mainly as a heritage language in American K-16 schools where learner motivation and language learning are positioned. The second section explores the circumstances of Korean language use and exposure taking place in the Korean community setting. The third section explores the ways in which heritage language maintenance is influenced by Korean heritage learners' diverse experiences in association with the perceived language vitality, ethnic and linguistic identity formation, and individual differences in learning goals and backgrounds. On the basis of the literature review, the last section discusses the argument that the systemic relations of the K-16 education community, the Korean community, and individual learners are critical in understanding Korean heritage learners' involvement in language learning and development. Finally, this Report concludes with recommendations for the enhancement of learning opportunities and motivation for Korean learners and with suggestions for future research in the nascent field of Korean education and research in the United States.Item Differences in the involvement of European American parents and Korean immigrant parents in young children’s extracurricular activities(2012-12) Kim, Bomin; Schallert, Diane L.; Suizzo, Marie-AnneThis study investigated views, beliefs, and values about extracurricular activities of two sets of parents, Korean immigrant parents and American U.S. born parents, both groups of middle or higher class socioeconomic status with above college degrees. By examining how parents perceive their own involvement in their children’s extracurricular activities and how differently parents of recent immigration from Korea or of established European American descent become involved with their children’s activities, parents’ motivation and their role emerged using self-determination theory as a basis to explain the internalization underlying self-determined motivation. Participants in this study were 31 parents (approximately10 each from 3 activity groups) associated with three extracurricular activities for young children. This study used a mixed-methods approach. First, the degree of to which parents perceived their involvement based on parental support or pressure, the two factors from Anderson et al. (2003), were surveyed. Second, semi-structured face-to-face interviews were used to elicit in-depth information from three parents for each activity, selecting them based on their responses to the survey. The findings suggested that parents expect their children to find their own interest, build competence, and ultimately acquire autonomy by engaging in extracurricular activities. In terms of cultural differences, the results revealed that though there are cultural differences in their involvement, these parents were aware of possible gaps and strove to close these gaps to help their children.Item Four Korean bilingual children's out-of-school literacy practices in the United States(2012-05) Song, Kwangok; Worthy, Jo; Bomer, Randy; Maloch, Beth; Schallert, Diane; Wetzel, MelissaThe purpose of this study was to understand the nature of Korean bilingual children’s out-of-school literacy practices. Four Korean-English speaking bilingual children and their parents were participants in this qualitative multi-case study. The children were between seven and nine years old and attended public schools. The families lived in and around a large city in the Southwestern of the United States. In the city, there was a well-established Korean community. Data collection was conducted through multiple methods. The duration of the study was approximately four and a half months per child, staggered across eight months of data collection. Parents were interviewed twice regarding literacy activities with their child, the focal child’s experience of schooling, their perspectives of family’s language use, and their expectations for the child. Participant observation was also conducted at each child’s home to examine her/his literacy activities and interactions with family members. The children and parents were also informally interviewed throughout the data collection. Children’s writing, drawing, and crafts were collected. The children and family members were also invited to participate in a video project in which they video-recorded and took pictures of their activities for two months. Data were analyzed through constant comparative approach, activitysetting analyses, and grounded theory approach. The findings suggest that the focal children engaged in parent-guided literacy activities and self-chosen literacy activities. The parents provided extensive support for children’s academic achievement and learning to read and write in Korean. These activities were derived from parents’ experiences, beliefs, parenting practices familiar to Korean parents, and expectations for their children’s future. Children’s self-chosen literacy activities varied widely. The children drew on various resources from their social and cultural worlds to participate in an imaginative world and imagined future. Therefore, Korean bilingual children’s literacy activities situated in the current moment and space were always globally connected to other times and spaces.Item Generative naming in Korean-English bilingual speakers and assessment tests for Korean-English bilingual speakers with aphasia(2014-05) Kwon, Hygine; Marquardt, Thomas P.This present study aimed to: 1) Update and expand the data pool of normal Korean-English speaker’s generative naming task from previous data in Food, Clothes, and Animal categories, 2) analyze the relationship between language proficiencies and total number of words and different categories, and 3) provide easier means of testing Korean-English bilinguals with aphasia through translated standardized tests such as Aphasia Language Performance Scale (ALPS) and Boston Naming Test (BNT). Five additional subjects were added to 25 participants from Kim (2010). The participants were asked to name as many different items as possible in 60 seconds in Food, Clothes, and Animal category in both English and Korean. The participants generated more items in Korean than in English. A significant negative correlation was observed between number of words generated in Korean and Korean proficiency and between number of category doublets produced and language proficiency difference scores. A significant positive correlation was observed between number of words generated in English and English proficiency. Large differences in the number of words generated were observed between the participants assessed and participants from Kim (2010), indicating education level and field of study impacts generative naming ability.Item Impact of transitioning to the U.S. on Koreans' health behaviors and well-being(2013-12) Hwang, Hyenam; Harrison, Tracie C.Immigration transition may be an opportunity for physical, psychological, and social improvement, but the health of transitioning individuals may actually be at an increased risk for decline. In order to overcome negative influencing factors on the health of immigrants trying to integrate into a new society, examining the impact of transitioning immigration on the health of immigrants is important. Transition has complex and multidimensional patterns based on an individual’s social and cultural background. Korean immigrants in transitioning to the U.S. have experienced a specific and unique situation. Thus, the primary purpose of this study was to identify the impact of immigration transition, which is defined in the middle-range theory of transition, on the health-promoting behaviors and mental well-being of Korean immigrants in the U.S. A cross-sectional, descriptive correlational comparative design was used for examining a total of 192 Koreans: 105 in the U.S. and 87 in S. Korea, which were selected through matched age and gender controls with Korean immigrant participants in the U.S. The average ages were 46.8 (Median = 47, SD = 12.5) of Korean immigrants in the U.S and 46.2 (Median = 46, SD = 12.7) of 87 native S. Koreans. Korean immigrants had a low level of acculturation and limited English proficiency. The level of health-promoting behaviors of Korean immigrants was higher than that of S. Koreans, especially in subscales of health promotion, nutrition, and safety. Social resourcefulness was a key predictor of health-promoting behaviors and mental well-being among Korean immigrants. Also, self-control was a dominant mediator on the relationship between behavioral acculturation and mental well-being. Increasing acculturation and English ability for Korean immigrants, as well as increasing self-control, family functioning, and social resourcefulness were found to be important to improve integrating Korean immigrants into the U.S. These findings provide essential information that all health care professionals can use to increase their awareness of the importance of appropriately treating individuals with different cultural perspectives as well as diverse populations coming from varied countries.Item An intention-based account of accomplishments in Korean(2015-08) Lee, Juwon; Beavers, John T.; Wechsler , Stephen; Beaver, David; Boas, Hans; Kim , Jong-BokIn this dissertation, I investigate why Korean allows failed-attempt interpretations of accomplishment predicates, but languages like English do not. For example, the English sentence "He broke the window, but the window was not broken" is a contradiction, but the corresponding Korean sentence is possible with the interpretation "He tried to break the window, but the window was not broken." Regarding this problem, I observe two related generalizations: (i) the Subject Realization Generalization (SRG), which states that in the event structure of a verbal predicate, the (sub)event directly related to the predicate’s subject must occur in the actual world, and (ii) the Subject’s Intention Generalization (SIG), stating that non-occurrence of an event requires the subject’s intention regarding the event. I incorporate these generalizations into a possible world semantic analysis, which I argue accounts for various interpretations of accomplishments in Korean. In addition, with regard to complex predicate sentences (e.g. light verb constructions, serial verb constructions), I propose the Event Connection Generalization (ECG), which asserts that in the event structure of a complex predicate sentence, connecting event(s) must occur in the actual world. I also argue that the intention-based account is not just restricted to a certain class of lexical verbs that project accomplishment predicates, but a broader class of accomplishments involving complex predicates in Korean.Item Korean evidentials in discourse(2012-05) Kim, Jinung; Asher, Nicholas; Beaver, David; Lee, Sun-Hee; Ogihara, Toshiyuki; Wechsler, StephenThe purpose of this dissertation is a study of Korean evidentiality on the basis of presuppositional analysis. My claim is that Korean evidentiality can be accounted for under the binding theory of presupposition (Asher & Lascarides 1998; 2003; Asher 2000). The proposal I motivate in this dissertation is that interpretations of Korean evidentials can be handled using the same mechanism which resolves anaphoric expressions.Dynamic Semantics such as DRT and SDRT give a contribution to account for phenomena like anaphora bridging, presupposition, and accomodation bythe update procedure of the discourse structure. I investigate Korean evidentials by examining their distributions and functions in Korean grammar and specifying the types of information source in Korean evidential system. In particular,there are three evidential types in Korean: Direct te, Reportative tay, Inference ci. I propose that the Korean evidential system corresponds to B-1 system in Aikhenvald (2004). I also give an analysis of the intonation phrase of utterances featuring Korean evidentials with the autosegmental-metrical model of intonational phonology. Moreover, I argue that Korean evidentials are presupposition triggers. To verify my claim, I provide various tests such as negation, challengeability and the interrogative flip. All the tests support for classifying Korean evidentials as one category. I also review and compare three different theoretical frameworks: modal, illocutionary and presuppositional analysis. I reject a modal analysis and an illocutionary analysis and employ a presuppositional analysis for Korean evidentiality.I propose that Korean evidentiality can be explained in terms of SDRT(Asher & Lascarides 1998; 2003). Asher & Lascarides (1998) regard presupposition resolution as an integrated part of the task of building discourse relations. I also show that the speaker-dependency of evidentiality is explicitly associated with characteristics of indexicals. Just as in the line of work stemming from Hunter & Asher (2005), I demonstrated that Korean evidentials are anaphorically resolved by the extra-linguistic context as well as by the linguistic context.Item Readiness for self-directed learning and the cultural values of individualism/collectivism among American and South Korean college students seeking teacher certification in agriculture(Texas A&M University, 2006-04-12) Lee, In HeokThe purpose of this study is to examine the relationship between self-directed learning readiness and the cultural values of individualism/collectivism in two sample groups drawn from different cultures. The research design used for this study was descriptive and correlational in nature. The target population for this study consisted of two sample groups: Korean and American college students who seek teacher certification in the field of agriculture. Data were collected using a web-formatted questionnaire. Results were computed statistically, including the means, standard deviations, effect size, independent sample t-test, one-way ANOVA, bivariate correlations, and multiple regression. Findings indicated that in a hierarchical multiple regression analysis, scores for the Self-Directed Learning Readiness Scale (SDLRS) (R2 = .03, adjusted R2 = .01, p = .30) in Step 1 was not statistically significantly related by gender, student classification, and GPA. Gender, student classification, and GPA accounted for only 3% of the variance and the three beta weights for the gender, student classification, and GPA variables were not statistically significantly related to the SDLRS. However, scores for SDLRS (R2= .34, adjusted R2 = .30, ??R2 = .31, p =.00) in Step 2 was statistically significantly related by gender, student classification, GPA, nationality, vertical individualism (VI), horizontal individualism (HI), vertical collectivism(VC), and horizontal collectivism(HC). This model accounted for 34 % of the variance in the SDLRS (R2 change = .31). It appears that nationality, VI, HI, VC, and HC accounted for a further 31% of the variance. However, in Step 1, the gender, student classification, and GPA variables did not account for a significant amount of variance in Step 2. The beta weight for nationality and VI variables were not statistically significantly related to the SDLRS (E = -0.15, t = -1.67, p = .10; E = 0.01, t = 0.10, p = .92, respectively). However, the beta for the HI variable was statistically significant and positive (E = 0.40, t = 4.31, p = .00). The beta for the VC variable also was statistically significant and positive (E = 0.20, t = 2.12, p = .04). The beta for the HC variable also was statistically significant and positive (E = 0.21, t = 2.19, p = .03). These findings indicated that if HI, VC, and HC attitudes are high, the SDLRS scores tend to be high. That is, differences in the students?? SDLRS can be best explained through HI, VC, and HC among the cultural values of individualism/collectivism.Item Target language captioned video for second language listening comprehension and vocabulary acquisition(2014-12) Cano, Clarissa Ysel; Pulido, Diana C.This report surveys existing literature in order to determine how best to implement target language captioned video in a classroom of a particular context: a Korean church in the U.S. whose members desire to improve their English language ability for the purpose of sharing the gospel of resurrection in English. In order to gain insight into the benefits and limitations of target language captioned video on second language listening comprehension and vocabulary acquisition and thus how to use the learning tool optimally, literature is reviewed regarding word knowledge, processing strategies, and reported gains or effects of the use of captioned video. Then, incorporating the information gleaned from the literature, two sample lesson plans are presented utilizing the C-Channel English testimony videos as the primary tool for instruction.Item TV, culture, and audience in Korea: a reception study of Korean drama(Texas Tech University, 1998-12) Kim, Do-GoanCulture consists of knowledge, beliefs, perceptions, attitudes, expectations, values, and patterns of behavior that people learn by growing up in a given society. Television occupies an important place in culture and society. In addition to providing audiences with a variety of entertainment and information services, the electronic media influence culture and help define social reality (McQuail, 1997). As practiced today, television is just one of the windows through which we observe, transmit and reflect our valuation of society to each other. While some argue that the television medium only responds to and reflects the social climate, others suggest that television takes a much more active role in the production of culture. In either case, television is an important object of study. Since the advent of broadcast audience studies in the 1930s, research has concentrated on two major areas: measuring audience and determining the effects upon various audience groups. All forms of electronic media share the goal of generating audiences. Therefore, the audience is one of the central elements of media studies. For this reason, broadcasting stands in special need of systematic audience research. However, because television consumption typically takes place in private, and also because of the freedom of audience members to tune in or out, broadcasters urgently need objective, scientific, and continuing research to read audiences (Eastman and Ferguson, 1996).