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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