Teach English in JiAngbei Jiedao - Chongqing

Problems for Learners in South KoreaLearning English as a foreign language can be a difficult task for students from any language background. However, there are some unique and difficult problems that arise with students whose native language and culture differ so dramatically from English, like those students in South korea. The problems and challenges that arise come in to basic and broad categories. The first is the actual structural differences between English and korean. The second is the cultural differences surrounding the expectations and methods of teaching and learning. One of the main problems referenced is that a mixed form of korean and English or ?Konglish? already exists and is somewhat common in korean society (Flattery). students may frequently be exposed to this mixed language from non-native speakers of English in the media and other outlets. The trading and borrowing of words from English is accepted and engrained in this form of the language. However, this acceptance of the mixed language by the korean society is at odds with the form of English that they desire to be taught in the classroom (Flattery). This can provide some problems for teachers attempting to replace what a student might know about Konglish with a truer and more accurate form of English. Perhaps the more significant problem arises from the very different structures of the languages themselves. The most obvious is that English and korean use very different alphabets, and the differences continue. ?The phonetic system, the syntactic structure, and the semantics of the two languages are so different that the transition from one language to the other requires enormous efforts from the learner? (Cho 32). English can be a fairly complex language, especially when comparing written English to spoken English. The complexity of the pronunciation of English, and the lack of a simply phonetic system can provide great difficulty for students. korean learns struggle with, ?The complexity of English words in spelling and sound correspondences? (Kim as Qouted in Cho 32). There is no doubt that pronunciation will be one of the major difficulties a teacher of English will encounter in South korea. Additionally, the korean language lacks a similar system of word and sentence stress that occurs in English (Cho 33). It is likely that students will struggle with understanding how this works in English. Also, in korean, sentences are formed in very different ways, and there is not as much complexity between subject-verb agreements as there is in English (Cho 33). students will need extra practice and study of the word order in English sentences. Verb tenses in English, while already difficult and complex, are made even more difficult by these differences between the languages. A teacher will need to take care that students gain a complete and thorough understanding of how to use verbs in English. Beyond these language differences, the expectations surrounding the role of student and teacher as well as the structure of a class are very different in the korean and many English-speaking cultures. One significant difference discovered by a study of teaching EFL in korean universities is that students felt that is was very important that they were able to correctly produce all of the sounds of English before moving on to new material. However, many instructors disagreed with this sentiment (Thornton 91). Related to this may be the intense pressure that is felt by many korean students for academic success. While the focus of the korean Government on English instruction is focused on conversational skills and fluency over accuracy and writing (Flattery) the focus for many students is preparing for an eventual English Competency Exam (Cho 31). This puts the English teacher in a difficult position of competing wants and needs. students and parents want fast progress and success in English, yet what they want to learn for an exam is often the more difficult aspects of the language beyond simply the ability of spoken communication. korean students are also not use to being asked for their opinion or expressing themselves freely. In fact, this can be a sign of disrespect and arrogance for koreans (Cho 34). students may seem overly timid or shy, and may want to avoid talking about themselves. This should be taken into consideration by a teacher when designing games and activities for the classroom. Getting students to participate without feelings of embarrassment should be carefully considered. This is just a very brief overview of some of the problems and challenges that an EFL teacher may encounter in the South korean classroom. It is very important to consider both the cultural and language differences when beginning teaching in any class in South korea. That is not to say that students and teachers in other countries will not experience similar problems. Sensitivity to these issues in whatever country EFL teachers work in will go far to make them more successful and effective in their classes. References Cho, Byung-Eun. Issues Concerning korean Learners of English: English Education in korea and Some Common Difficulties of korean students. The East Asian Learner. Volume 1, Issue 2. November 2004. Retrieved at: http://www.brookes.ac.uk/schools/education/eal/eal-1-2/vol1-no2-koreanlearnersofenglish.pdf. 3-10-12 Flattery, Brendan. Language, Culture, and Pedagogy: An Overview of English in South korea. 2007. Retrieved at: http://homes.chass.utoronto.ca/~cpercy/courses/eng6365-flattery.htm 3-10-12 Thornton, John. Learning English as a second language in South korea: Perceptions of 2nd year college and university students and their English speaking instructor. 2009. Retrieved at: http://www.asian-efl-journal.com/Thesis/Thesis-Thornton.pdf 3-10-12