Another Feather in My Cap, Another Bullet in My Resume, Another Nail in My Coffin, etc.
I’ve just received word that my proposal for the upcoming international KOTESOL conference has been accepted. It will be held, conveniently enough, on the same campus I work at everyday. I originally didn’t submit anything, because I was so busy with the post-baby-delivery situation here. However, when the deadline was extended by a week, I thought “it’s worth a try,” which loyal readers may remember is my motto. Actually, I probably would have been rather embarrassed had it been turned down. (UPDATE: See the comments for the abstract.)
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Wednesday, August 9th, 2006 @ 7:13 am
Well what’s it about?
Wednesday, August 9th, 2006 @ 9:52 am
Hi EFL Geek! The answer is: nothing spectacular or unknown to veteran teachers here: I’m presenting a small catalogue of commonly made mistakes by Korean learners of English. It’s based on what I’ve seen over my–almost–two years here. The pronunciation data is already available on my pronunciation errors page, but the errors won’t be limited to pronunciation problems.
Here’s the title and abstract:
A Catalogue of Errors Made by Korean Learners of English
When teaching Korean learners of English, the educator must remember that in addition to the typical problems that students from many backgrounds have with English (e.g. the third person singular construction), there are also problems that often are uniquely Korean. An awareness on the part of the language educator of these typical problems can go a long way to improving student L2 production, and to minimizing time spent deciphering classroom student utterances and written productions. While the errors collected in this study are representative of what might be termed Intermediate learners, many of the production mistakes are often still in full force in advanced learners of English who could pick out such mistakes on a paper-based test. Errors collected in this study include pronunciation, grammatical, and syntactic errors resulting from L1 interference, as well as other errors of written and spoken production. This presentation aims to benefit English instructors, both native English speakers and Korean non-native speakers of either children or university students. It should also be of interest to program administrators of schools and “hagwons,” because the more serious kinds of pervasive errors described also prompt questions as to how Korean students are being, in some respects, failed by both the public and the private education systems in the country.