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The role of culture as a social cons...

Hong, Young Wha.

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The role of culture as a social construct in learning Korean as a heritage language.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The role of culture as a social construct in learning Korean as a heritage language./
Author:	Hong, Young Wha.
Description:	135 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3898.
Contained By:	Dissertation Abstracts International66-11A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3196817
ISBN:	9780542425462

The role of culture as a social construct in learning Korean as a heritage language.
Hong, Young Wha.

The role of culture as a social construct in learning Korean as a heritage language. - 135 p.

Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3898.

Thesis (Ph.D.)--University of Southern California, 2005.

Subject. This study explored the perception of the role of culture from 7 teachers and from 141 U.S. college students who were teaching/learning the Korean language as their heritage language (KHL). To each group, the following questions were posed: (1) How do Korean instructors/students perceive the role of culture as it relates to motivation? (2) How do Korean instructors/students perceive students' cultural motivation/interests as they relate to their KHL proficiency? (3) What types of cultural activities or media are effective to motivate students to learn Korean and to enhance their KHL proficiency?

ISBN: 9780542425462Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

The role of culture as a social construct in learning Korean as a heritage language.
LDR:03282nmm 2200313 4500 001 1826136
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008 130610s2005 eng d
020 $a 9780542425462
035 $a (UnM)AAI3196817
035 $a AAI3196817
040 $a UnM $c UnM
100 1 $a Hong, Young Wha. $3 1915108
245 1 4 $a The role of culture as a social construct in learning Korean as a heritage language.
300 $a 135 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3898.
500 $a Adviser: Robert Rueda.
502 $a Thesis (Ph.D.)--University of Southern California, 2005.
520 $a Subject. This study explored the perception of the role of culture from 7 teachers and from 141 U.S. college students who were teaching/learning the Korean language as their heritage language (KHL). To each group, the following questions were posed: (1) How do Korean instructors/students perceive the role of culture as it relates to motivation? (2) How do Korean instructors/students perceive students' cultural motivation/interests as they relate to their KHL proficiency? (3) What types of cultural activities or media are effective to motivate students to learn Korean and to enhance their KHL proficiency?
520 $a Methodology. The research was done in two parts: (1) Qualitative research examined the teachers' conceptualization of the role of culture in their language instruction. A standardized and open-ended interview was conducted with all participants. (2) Quantitative research along with a questionnaire was administered to obtain the students' perception of culture or culture learning. The data were analyzed through descriptive statistics, factor analysis, and correlation coefficients to address this second research question.
520 $a Selected findings. Results showed that both teachers and students regard culture as very important while students believed positively that culture learning in the classroom contributed to motivate their Korean learning. Results also found that there is no consensus or curriculum among teachers who integrate Korean culture into KHL instruction and that students positively believe that culture learning in the classroom helps them attain Korean language proficiency. Data indicated that the major media and activities for cultural incorporation into language instruction are epitomized as music, movies, culture projects, and Web activities and that the textbook should be reconsidered as the main resource where students learn culture with a thematic approach. Findings revealed that the role of teachers in teaching culture is very important and influential when they are correlated with cultural media/activities: Students felt more effective and satisfied with culture learning under the teachers' guidance.
520 $a Implications. Teachers and administrators may use the findings of the study to develop curricula or instructional designs to motivate HL learners and to enhance their HL proficiency.
590 $a School code: 0208.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Language and Literature. $3 1018115
690 $a 0282
690 $a 0279
710 2 0 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 66-11A.
790 1 0 $a Rueda, Robert, $e advisor
790 $a 0208
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3196817