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네이버 공유 카카오 공유 트위터 공유 페이스북 공유

Advancement of Korean Language Education in Europe

The European Association for Korean Language Education (EAKLE) held its 3rd biennial workshop at the School of Oriental and African Studies (SOAS), in London (April 9-10). The gathering, which was organized in cooperation with the Centre of Korean Studies at SOAS and with generous support from the Korea Foundation, was attended by 58 Korean language instructors from 17 European countries.



The workshop commenced with an opening ceremony that featured a welcoming address from the outgoing EAKLE president, Professor Romuald Huszcza (Warsaw University), and remarks by Korea Foundation representatives, Min Youngjoon (Director of the KF Berlin Office) and Kim Ha-jeong (Program Officer, Korean Studies Department).

Korean Grammar Education
The workshop proceedings included six sessions. In the first, entitled “Grammar Education and Error Analysis,” Tomas Horak (Charles University) discussed ways of explaining one particularly problematic Korean grammar point: the contrast between the subject and topic particles. Next, Kim Hye-gyeong (Provence) discussed various error patterns found in learning the language by French students, which was followed by a presentation by Jieun Kiaer (Oxford) on the teaching of the Korean plural marker. Yeon Jae-hoon and Lucien Brown (SOAS) discussed patterns of acquisition of the Korean progressive tense, while Kim Sung-su (Paris VII) explored the acquisition of Korean relative clauses. After lunch, the focus shifted to evaluation and teaching materials. Ertan Gokmen (Ankara) explored ways to apply the European Language Portfolio to the teaching of Korean. This was followed by a presentation by Yang Han-ju (Ruhr University, Bochum), who delved into the use of various textbooks and teaching materials for German learners. Finally, Kwon Yong-hae (La Rochelle) discussed the use of tests as a way to direct and increase student motivation and to encourage the development of multiple language skills.
For the final session of the first day, participants looked at ways to incorporate cultural elements into the teaching of Korean. The session included six presentations: Yun Sun-young (Bonn), Tcho Hye-young (Sciences Po, Paris), Park Jin-a (Jagiellonian University, Krakow), Han Yu-mi (Paris VII), Lee Hae-sung (Jagiellonian University, Krakow) and Pinar Altundag (Ankara). The discussions covered a wide range of techniques for introducing cultural aspects, including the teaching of Korean grammar through reference to cultural elements, the use of “educational theatre,” and the adoption of an intercultural communication perspective.



Instructional Methods
The second day commenced with a session on classroom instructional techniques. This session covered a wide range of topics, including writing education (Ahn Su-jeong, Paris VII), classroom projects (Paek Jeong-seung, Bielefeld), conversation classes (So-young Yun-Roger, INALCO), teaching literature with multimedia materials (Nicola Fraschini, Korea University) and translation instruction (In-kyum Kim-Von der Wense, Bonn). Participants were especially impressed by the level of spoken Korean attained by beginner students at INALCO, through the use of state-of-the-art conversation classes. In addition, much interest was expressed for the innovative multimedia materials demonstrated by Nicola Fraschini. This was followed by a trip to the Korean Cultural Centre (UK), which included a tour of the current exhibition “Buddha Speaks with a New Voice,” a sculptural show by Park Chan-soo, and a Korean lunch. The visit was arranged by Won Yong-gi (director), Shin Eun-jeong (Education & Resources Coordinator) and Kim Seungmin (Exhibition Manager). Back at SOAS, the workshop resumed with a session exploring the teaching and learning of vocabulary and pronunciation. Kim Hun-tae (Ca’Foscari University, Venezia) described ways of combining pronunciation practice with the teaching of Sino-Korean vocabulary. Kang Shin-hyoung (Innsbruck) gave a presentation on pronunciation instruction for German speakers, and Kim Jeong-young (Helsinki) compared the abilities of English and Finnish speakers, in acquiring Korean lax, aspirated, and reinforced pronunciation.
The final session of the conference returned to the theme of grammar education and error analysis. Holmer Brochlos (Freie University, Berlin) discussed two different approaches to teaching grammar to beginners. Kim Jin-ok (INALCO), followed by Song Moon-ey (Tuebingen), analyzed learner errors in the use of verb endings with the former presentation focusing specifically on the troublesome “(eu)nde/ neunde” verbal connective. The final presentation was delivered by Elena Bruneton-Mun (Paris VII), who introduced innovative mnemonic techniques for teaching Korean verb conjugation
.
Noteworthy EAKLE Achievements
The various contents of the EAKLE workshop can be seen as a direct reflection of the diversity of Korean language education in Europe. In recent years, Korean education within Korea has become increasingly “homogenized,” in terms of materials and also methodology (notably the widespread adoption of mainstream communicative teaching). In Europe, however, more traditional techniques of language teaching coexist with state-of-the-art innovation. For example, the contents of this workshop have shown that the traditional grammar translation approach continues to play an important role in the teaching of Korean at European universities. Although this approach has lost favor in Korea, the experiences of educators in Europe demonstrate that these techniques still have an important role to play in the language classroom. This workshop has also shown that Europe-based teachers of Korean do not shun the application of new methodologies that are perhaps not yet recognized within Korea, including the use of mnemonics and innovative ways to teach Korean conversation.
The success of this workshop also reflects the growing influence of EAKLE in the teaching of Korean in Europe. Whereas the American equivalent (AATK) has a 16-year history, EAKLE was formed only three years ago. For an organization with such a short history to hold such a large and theoretically diverse conference, this should be viewed as an impressive success. Much more work, however, lies ahead. EAKLE plans to launch its first newsletter before the next workshop, and there are also tentative plans to publish a journal.
After a general session that concluded the workshop, Martine Prost (Paris VII) was appointed as EAKLE’s second president. The previous president, Romuald Huszcza, will retain the position of advisor. Yeon Jae-hoon (SOAS) was promoted to vice-president, and three new committee members were appointed: Tomas Horak (Charles University, secretary general), Anna Paradowska (Warsaw University, regular member) and Holmer Brochlos (Freie University
Berlin). The next EAKLE workshop is scheduled to be held in Prague in 2012, with tentative plans for the 2014 workshop to be held in Venezia.

Papers presented at the EAKLE workshop can be accessed at the EAKLE website: http://www.eurokorean.org/workshops.php.

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