The Routledge Handbook of Korean as a Second Language aims to define the field, and to present latest research in Korean as a Second Language (KSL).
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Autorenporträt
Andrew Sangpil Byon is Associate Professor in the Department of East Asian Studies at the University at Albany, State University of New York. Danielle Ooyoung Pyun is Associate Professor in the Department of East Asian Languages and Literatures at The Ohio State University, Columbus, Ohio.
Inhaltsangabe
1 Korean as a Second/Foreign Language (KSL): An overview PART I: The acquisition of Korean as a second language 2 Second Language Learning of Polysemous Korean Words 3 Phonological Acquisition 4 Linguistic Politeness 5 KSL Syntax and Semantics 6 Relative Clauses in Korean as a Second Language: Old and New Findings PART II: Teaching and learning Korean as a second language 7 Pragmatic Teaching and Learning 8 Task-Based Language Teaching in Korean Classroom Contexts: Promoting Learner Engagement during Task Performance 9 Instructional Technology in KSL Settings 10 Culture in Korean Language Teaching: Focusing on a Dynamic View of Culture 11 Korean for Specific Purposes 12 Content-Based Instruction in KSL Settings 13 Community Service-Learning in Korean PART III: Approaches to Korean as a second language 14 Corpus-Based Research and KSL 15 Conversation Analysis for KSL: Teaching and Learning Sequence Organization 16 The Intersection of Discourse, Grammar, Register, Pragmatics, and Culture 17 Error Analysis 18 Social Interactions in KSL settings 19 National Standards and Korean as a Second Language 20 Usage-Based Approach to Grammar in Korean Language Teaching and Learning PART IV: Individual differences and social factors 21 Individual Learner Differences in Learning Korean as a Second Language 22 Korean as a Heritage Language 23 Language Ideologies and Identity Formation among KSL Learners 24 Instructor Individual Characteristics in a KSL/KFL Setting: A Research Perspective PART V: Assessment 25 KSL Assessment: The TOPIK, Achievement Tests, and Research Trends 26 Integrated Performance Assessment and KSL 27 Interactional Competence in Korean and its Assessment
1 Korean as a Second/Foreign Language (KSL): An overview PART I: The acquisition of Korean as a second language 2 Second Language Learning of Polysemous Korean Words 3 Phonological Acquisition 4 Linguistic Politeness 5 KSL Syntax and Semantics 6 Relative Clauses in Korean as a Second Language: Old and New Findings PART II: Teaching and learning Korean as a second language 7 Pragmatic Teaching and Learning 8 Task-Based Language Teaching in Korean Classroom Contexts: Promoting Learner Engagement during Task Performance 9 Instructional Technology in KSL Settings 10 Culture in Korean Language Teaching: Focusing on a Dynamic View of Culture 11 Korean for Specific Purposes 12 Content-Based Instruction in KSL Settings 13 Community Service-Learning in Korean PART III: Approaches to Korean as a second language 14 Corpus-Based Research and KSL 15 Conversation Analysis for KSL: Teaching and Learning Sequence Organization 16 The Intersection of Discourse, Grammar, Register, Pragmatics, and Culture 17 Error Analysis 18 Social Interactions in KSL settings 19 National Standards and Korean as a Second Language 20 Usage-Based Approach to Grammar in Korean Language Teaching and Learning PART IV: Individual differences and social factors 21 Individual Learner Differences in Learning Korean as a Second Language 22 Korean as a Heritage Language 23 Language Ideologies and Identity Formation among KSL Learners 24 Instructor Individual Characteristics in a KSL/KFL Setting: A Research Perspective PART V: Assessment 25 KSL Assessment: The TOPIK, Achievement Tests, and Research Trends 26 Integrated Performance Assessment and KSL 27 Interactional Competence in Korean and its Assessment
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