This artifact demonstrates my understanding of vocabulary words from one of the chapters in the lesson plan. 

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For my 4th artifact, I decided to look at a Korean song to see what parts of the translation I can recognize from my semester of studying the language.  On the left is the hangul Korean writing and to the right is the translation.  Below the Hangul is the romanization. 

1.) 1st line, the word time is 시간 (shigan)  And the particle attached to it 을 (eul) represents a subject before a verb.

2.) 2nd line, I was able to figure out that 기억 (gi-eok) means memory from the sentence structure in the first line.  And the particle 도 (doh) means also.

3.) 4th line, 알아 (ala) means I know, even though in the translation, the words 'I know' are in the third line

4.) 6th line, 눈물 (noonmool) means tears

5.) 7th line, 미안 (mi-ahn) is the root for being sorry, so that probably translates to the guilt part.  Also 마음 (ma-eum) means heart, chest, or soul, so I think that's part of an expression that doesn't directly translate in English. 

6.) 8th line,  하지만 (hajiman) means but or however

7.) 9th line, 수 없어 (soo eobseo) means can't

8.) 11th line, 시간만 (shigan man) means a lot of time and particle 이 (ee) labels the subject

9.) 12th line,  사랑해요 (salanghaeyo) means I love you in polite form 고마워요 (gomawoyo) means thank you in polite form

10.) 14th line, 이 (ee) in front of a noun means this, 사랑 (sarang) is love, 나 (na) means me, and particle 는 (neun) means as for, so together they make 'I' in English, and 수 있어 (soo isseo) means can and has very similar structure to can't. 

This Love: By Davichi

시간을 되돌리면                                      If I turn back time
기억도 지워질까                               Will the memories be erased too?
해볼 수도 없는 말들을                             I know I’m saying things            
내뱉는 걸 알아                                        That I can’t even do

널 힘들게 했고                                  I’m just saying this out of guilt
눈물로 살게 했던                              For making things hard for you
미안한 마음에 그런 거야                  For making you live in tears

하지만 난 말야                                          But for me
너의 밖에선 살 수 없어                       I can’t live outside of you

내겐 너 하나로 물든                For me, only times that are colored by you
시간만이 흘러갈 뿐이야                             Are passing by

사랑해요. 고마워요                           I love you, I thank you
따뜻하게 나를 안아줘                       For holding me so warmly
이 사랑 때매 나는 살 수 있어            I can live because of this love

siganeul doedollimyeon
gieokdo jiwojilkka
haebol sudo eopsneun maldeureul
naebaetneun geol ara

neol himdeulge haessgo
nunmullo salge haessdeon
mianhan maeume geureon geoya

hajiman nan marya
neoui bakkeseon sal su eopseo

naegen neo hanaro muldeun
siganmani heulleogal ppuniya

saranghaeyo. gomawoyo
ttatteushage nareul anajwo
i sarang ttaemae naneun sal su isseo

For this Artifact, I demonstrate my speaking skills by recording myself singing the song I dissected in my last Artifact, This Love by Davichi.  

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This is a picture of a text conversation I had with Lena about our language session.  

Translation: 

Lena - Hello, are you doing well? Our class today will be held in the library, see you then!

Me - Yes, I'm doing well.  How about you, Lena? Where is the library?

Lena - I'm also doing well.  The library is in front of the Thomas building. 

Me - Ah, really? Thank you.  Then I'll see you in the library!

• Reflect on your experiences as a language teacher and learning in this latest speed-dating workshop. What difficulties did you encounter? How did you successfully relay concepts that were foreign to your classmates as your students? If you were eventually granted the opportunity to teach a full semester-long course on the target language, what strategies would you adopt?

In preparation for this workshop, I tried to pick something to teach that was short and easy to understand for someone who has never been exposed to Korean before, yet also interesting enough that people who have started learning Korean would want to listen.  It is difficult to teach something about a language that doesn't start with the basics to someone who is at the beginner level.  In order to make my concepts more understandable, I wrote the words in both Hangul and in a romanized form so everyone could read it.  I also opted to use a whiteboard to write out the concepts as I said them because I feel that helps people to better follow what I'm saying.  

If I were teaching a foreign language class, there are several strategies I would use.  First of all, I would have everyone take the learning test to see how each individual best learns a language and then split them into groups based off of that result.  I think textbook learning is important but conversational is very helpful as well, so I would go around and have conversations with the groups, but without a lot of pressure to practice that branch of the language. 

I also feel that games are a fun and effective method of teaching that includes having the students repeat what you're saying instead of just listening to an hour of instruction.  In my language learning experience, I have also found that songs are very helpful in remembering vocabulary words and grammar usage.  Not just practice but frequent practice is definitely key, so I would probably assign a lot of homework that includes more than just reading and writing to make sure the students are exposed to all aspects of the language.  

삼촌께,

안녕하세요. 요즘 어땋게 지내세요?

저는 대힉생 이에요. 그리고, 2학년 이에요. 매일 한국어하고 경제학 시험이 있어요. 그레서 시간이 없어요.

대학교 캠퍼스는 아주 커요. 학교식당은 기숙사 앞에 있어요. 그리고 잠 싸고 맛있어요. 수요일에 친구하고 점심을 목어요.

이번 여름에는 바다에 갈꺼에요. 삼춘은 여름계획이 있으세요?

크리스티아나 울림

• the task(s) you are working on;
• a statement of what you hoped to accomplish;
• the strategies (activities and resources) you used to work on your task(s);
• an evaluation of the effectiveness of your strategies;
• how you will build on what you have learned about the language;
• how you will build on what you have learned about your strategies.

This week I completed task 9 of my language plan by studying lesson 8 of the Living Language textbook.  This discussed words and phrases to be able to get around town in South Korea.  Through this, I wanted to build off of terms I was already familiar with to increase my ability to travel in Korea.  In my language learning sessions, we covered how to get around a campus, so several of the sentence structures were similar but with different vocabulary.  From this, I also knew a lot of the common words such as 'where' and 'how'. 

One strategy I use is to dissect a phrase, instead of memorizing it, to understand the structure and which word means what.  For example if I learn how to say "How do I get to the library?" I make sure I understand which word means library so I can replace it with the word post office or subway station.  This way, I can use that one phrase in multiple contexts.  This is really helpful in understanding the language and separating the phrase from specific vocabulary words.  If I just memorize the phonetics of the phrase, I won't be able to discern which part means what so I'll be able to say "The flower is pink" but not "The flower is blue".  I will continue to pick apart the sentences I learn in this way so I can apply it to later words that I learn.  

This past week, I covered restaurant terminology and phrases.  One of my goals for this semester is to learn how to order food at a Korean restaurant, and I have the materials to do so.  In my last journal entry, I mentioned how it was difficult learning all the vocabulary in every chapter every week.  So one of my strategies is to focus on the words and phrases that I would actually use.  Some of the phrases weren't things I wouldn't say in English, so I didn't write them down. 

The textbook I'm using includes terms such as restaurant, dinner, soup etc. and phrases such as "Can you get me the menu?".  One of the more interesting phrases "We ate well!" relates to their culture.  This is used as a farewell to the restaurant as a thank you.  There are many phrases that use this structure.  For example, the literal translation for "good luck on your test" is "take your test well".  It's interesting to see this pattern in the language.  

In one tutoring session, Lena went over some phrases on how to specifically order food in Korean.  I'm allergic to sesame which is sadly used in most Korean dishes, so I'm learning to say that in Korean to get past any language barriers.  It was really helpful to be able to ask questions and learn how to say more precisely what we would want to say.  I will continue practicing and hopefully I'll be able to go to a Korean restaurant with Lena and Yixi before the semester is over. 

How many new words have you learned in your target language?  How did you learn them?  Do you have realistic goals for your acquisition of vocabulary?

In my tutoring sessions, we have two vocabulary charts per chapter, each having an average of 20 terms.  They include nouns, adjectives, verbs, and particles of which I usually recognize about 5 from past Korean studies.  All of these terms add up to about 120 vocabulary words we have covered.  Every lesson, we have a quiz on the past week's vocabulary chart to test how much we remember.  This is really useful because it makes us look over the words and helps us learn more in the long run. 

In my personal lessons, I have learned the Korean words for colors, days of the week, months, family vocabulary and more.  The most helpful strategy to remembering these terms is to write them on sticky notes and put them around my room.  It's the most effective when I can correlate a word with an object, for example putting the word for black on my black microwave.  This way, I am constantly looking at them and processing the words multiple times per day.  

At the beginning of the semester, I had unrealistic goals for how many words I would learn per week; especially with the tutoring sessions and my learning plan lessons combined.  Because I can only learn so much material, I choose certain terms and phrases I want to learn from each chapter of the textbook I use for myself.  This way I can learn more specifically what will be most helpful in achieving my language goals. 

How many new words have you learned in your target language?  How did you learn them?  Do you have realistic goals for your acquisition of vocabulary?

In my tutoring sessions, we have two vocabulary charts per chapter, each having an average of 20 terms.  They include nouns, adjectives, verbs, and particles of which I usually recognize about 5 from past Korean studies.  All of these terms add up to about 120 vocabulary words we have covered.  Every lesson, we have a quiz on the past week's vocabulary chart to test how much we remember.  This is really useful because it makes us look over the words and helps us learn more in the long run. 

In my personal lessons, I have learned the Korean words for colors, days of the week, months, family vocabulary and more.  The most helpful strategy to remembering these terms is to write them on sticky notes and put them around my room.  It's the most effective when I can correlate a word with an object, for example putting the word for black on my black microwave.  This way, I am constantly looking at them and processing the words multiple times per day.  

At the beginning of the semester, I had unrealistic goals for how many words I would learn per week; especially with the tutoring sessions and my learning plan lessons combined.  Because I can only learn so much material, I choose certain terms and phrases I want to learn from each chapter of the textbook I use for myself.  This way I can learn more specifically what will be most helpful in achieving my language goals. 

This week I watched a YouTube video explaining how to tell the date; the link to the video can be found in my lesson plan under task number 5.  This method of learning was fun and simple because it changed up the ways of a typical textbook lesson and everything is explained to you as you see the content.  It is very helpful for me in that way considering I'm an auditory learner. 

The content of the video contained Sino-Korean numbers, those derived from the Chinese number system, the names of the months, and structures of a date.  It was interesting to notice patterns in how the numbers are put together.  For example, the words for 20, 30, 40 etc. are like saying 2 10, 3 10, etc.  For the names of the months, they use the number of the month and put it in front of their word for month such as 1st month and 2nd month.  That makes it very simple for someone learning the language.  The video explained any and all changes to spelling, which I don't believe would be to common in every day life; however, it is very useful to have that tool under my belt for a situation that requires that knowledge.  For practice, I wrote down how to say my birthday.  In Korean they put the year, month, then day which is quite different from our month, day, year.  

 A new strategy that I have just started is changing the language of my iPhone to Korean.  This way, I will constantly be exposed to new words and terms which will make it faster in memorizing them.  It's an interesting change, but I'm up for the challenge.  This connects to what I've learned in this lesson through seeing the date change every day and using the calendar app to set up all my reminders.  As always, I'm excited to learn more about the language and the culture and I think this tiny step will make a big difference. 

In my learning sessions we have focused on the campus life portion of our textbook.  It explains how to ask and describe details about certain objects such as food or classes.  The lesson provides a vocabulary list including several adjectives, particles to attach to descriptions, food related terms, and filler words such as 'really' or 'and'.  Through this, my goal was to be able to talk about my experiences.  This lesson covers very basic terminology that can be applied to several every day conversations.  

Lena is very helpful in explaining the concepts in the textbook in a more understandable way and providing examples to further our learning.  We are continuing to use the textbook she found for us along with additional online resources to supplement the lesson.  At the end of each session, we have practice activities from a workbook that correlates with the material we cover in the textbook.  I think these methods are very helpful and will continue to be.  

In this lesson, I have learned the basic sentence structure to describe things and ask how things are.  In expanding on my knowledge of vocabulary, I will be able to build off of this basis.  

I am excited because I am able to write a short paragraph describing our campus which is major progress.  I think the strategies we are using thus far are effective.  

In my last language learning session with Lena, we covered terms used around a campus and focused on location.  Using textbook pages with lessons and practice activities, we learned how to ask and tell where something is and discussed terms regarding relativity of place.  The terminology in this section is going to be very useful to me when I travel to South Korea, a long term goal of mine.  This lesson corresponds with the chapter in the textbook I'm using for my learning plan, so I'm glad we covered it during our session to clarify any questions and expand on the knowledge I had already acquired.  Looking ahead, I will build on what I've learned in this lesson in a part of my textbook which teaches how to ask how many objects are in a certain location and to answer that question.  This will help me with situations I will encounter in daily life.    

In addition, we had a conversation about the history of South Korea's political system which is really interesting.  Lena told us about their last leader, President Park, and why she she was removed from her position.  She also explained how her father, the other President Park, took over South Korea in the 1960s with a military coup and started an authoritarian regime.  This discussion on politics led me to realize why South Korea is still a very conservative country culturally because they started their democratic rule hundreds of years after the U.S. did.  Relatively speaking, it's very impressive how much they have liberalized in a short amount of time.  I'm really glad I was able to hear Lena talk about South Korea's culture and politics because I've been wanting to learn more from a first-hand source.  

So far, my strategies of textbook learning with activities and practice have been effective.  However, I want to make sure I don't forget what I have learned thus far, so Lena is going to start doing review sessions with us and giving out quizzes, just to make sure everyone is on the same page.  

Do some preliminary research on what most interests you about the target culture, and describe how this topic relates to language. Do you need any special vocabulary or linguistic knowledge to engage this topic? If so, have you included objectives in your learning plan to engage this topic?

Ever since my interest sparked in the Korean language, their culture found it's way to me, intriguing me to learn more.  Korean customs are very different from the ways of America which makes everything I learn that much more foreign and interesting.  One of the main aspects of Korean culture is the level of respect for elders.  There are many actions that younger generations do or don't do around their elders in order to show utmost respect; the violations of these norms lead to harsh social consequences.  The biggest example is the use of tenses in the Korean language.  There is a tense for speaking to people of lower authority or age, same age but have never met before, someone of higher authority or older, and extremely formal business situations or how one would address the president. 

Asking someone's age soon after you meet them for the first time is very common in Korea so they know which tense to use.  If anyone younger speaks informally to an elder, it is shameful and they will be scolded, given strange looks, and told to correct themselves immediately.  Tenses can also create distance in relationships.  For example, if people who have met a month ago are becoming close friends, they will switch to an informal tense to show the development of their relationship.  Usually this will come about in conversation.  People will also sometimes comment like "Oh, I see we're still using the formal tense with each other" and may ask to change it.  For my purposes of learning at the moment, if I stick with the formal tense, I will be set whenever I go visit Korea.  This is because almost everyone I talk to will be people I'm meeting for the first time or older than me.  When in doubt, it's always best to go with formal as to not offend anyone.  

• How would you qualify or describe different aspects of your target culture? Reflect and your own experiences and expectations of the culture in question. How does your culture reflect various qualitative Hofstede dimensions of culture explored in class, e.g., body language, how people talk about time, etc. Also, have you ever experienced culture shock? If so, describe.

Using the American culture as a basis of comparison, I will discuss the Korean culture in terms of collectivism/individualism, being direct/indirect, and non-verbal communication.  Firstly, South Korea is more collectivist, which is defined by an individual's identity coming from the function of a group, usually immediate family.  For example, if someone has a very successful son, the society will compliment how the parents raised the child.  In contrast, the individualist U.S society will compliment the son on his own hard work and determination.  Additionally, Koreans are very aware of how they phrase things.  From what I've observed, they are more indirect in their requests.  They leave hints instead of directly asking or demanding what they want because the latter is considered rude.  In terms of non-verbal communication, Korea is more conservative than the U.S. and much of Europe.  Couples will rarely hold hands or show much contact in public, whereas in the U.S. it is very common.  Koreans also bow to superiors and avoid eye contact to be polite.  Hand shakes are only initiated by someone older than you and they are typically light.  

I experienced a bit of a culture shock when I traveled to Europe over the summer.  I visited England, Scotland, and Malta.  London is very similar to the U.S. but with several tiny things that seem off, such as driving on the left side of the road, paying for water in restaurants, lower tipping, etc.  Both England and Scotland were very accepting of the tourists and offered help to us many times without us asking. On the other hand, Malta was a bit different.  People are more laid back in terms of time, so the transportation systems were considerably late or early, hardly ever close to the scheduled time.  The native people were also fairly rude to us because we carry bad stigmas in their culture being both American and tourists.  Near the end of our trip, I was ready to go home mostly because I couldn't handle the public transportation anymore.  However, the way that the Maltese perceive time got into my head, which I really appreciate.  There was a moment when we were eating at a restaurant and the staff was taking a long time.  We were all calculating the time and how much was allotted to us if we were going to be able to do everything we had planned for the day.  My family was getting pretty stressed about it and I just interrupted everything.  I said that we shouldn't be worrying about this, we are on vacation and we're enjoying this wonderful food in this lovely restaurant.  I suggested we just go at our own pace and that will determine what we will do later on.  Everyone agreed with me and it made the evening much more enjoyable. 

During the first meeting with my language partner, Lena, we were assessed on our skills of the language basics since we are paired at a beginner level.  Using a variety of worksheets about Korean consonants, vowels, and combinations of the two, Lena figured that we are both pretty far ahead in the novice level.  We breezed through the other activities she had for us in a short amount of time, so we were able to progress into more advanced concepts.  During our meeting, I was hoping to figure out the organization and structure of our time together and assess where we each stand in the language which is exactly what happened. 

The current task I am working on is going through Chapter 1 and 2 of the Korean for Children book to grasp sentence structure.  I am also practicing a self-introduction and some vocabulary words.  Because I am an auditory learner, I read all my materials out loud and note the grammatical differences and similarities in the sentence structures.  This will prepare me for learning grammar later on with explanations by familiarizing myself with the different formats. 

For the vocabulary, I'm making flash cards and posting them around my room so that every time I come across one during my daily activities, I can test myself.  The words are food themed, so they will prepare me for when I get to the section about restaurants later in the semester. 

The best way for me to learn the self-introduction is to read it out loud repetitively sentence by sentence and slowly compound them until I finish the small paragraph.  After I finish memorizing how to say it, I will proceed to write it.  In the next meeting with Lena, we will practice introducing ourselves with her.  This will be incredibly useful when I reach my ultimate goal to go to South Korea and be able to communicate with the natives.  Something I found interesting when learning the introduction is that some of the phrases don't translate into things we say in English when meeting someone.  For example, in Korean, they make the statement, "We are meeting each other for the first time," and, "Please have a fond opinion of me".  These seem strange to us, but it's very common to use those phrases in Korea.  I enjoyed learning a bit about their culture.  

I'm really excited to continue with this semester learning Korean because I have been wanting to come up with an organized structure for learning the language for years and never really got the opportunity.  I am currently keeping up with my task goals and hopefully will continue to do so as the weeks progress.  

My Learning Plan

Where are you now?  What can you do?  What do you know?

Use the Levels of Competence document and the LinguaFolio® checklists to assess your current abilities in your language.  For more information, see the SDLAP Wiki.

Interpersonal Communication: (Novice Mid) I can understand basic words and phrases concerning myself and others when speaking slowly and clearly.  I can communicate using simple words and phrases that I have learned

Interpretive Listening: (Novice Mid) I can pick out some common words and phrases about immediate surroundings when spoken clearly.

Interpretive Reading: (Novice Mid) I can read and pronounce all letters and can recognize some familiar words and phrases on announcements and signs.

Presentational Speaking: (Novice Low) I can provide some information about myself and know some colors and numbers.

Presentational Writing: (Novice Low) I can write the alphabet and various words and phrases that I have learned.

What is your ultimate goal?  What is your goal for this semester?
What do you want to be able to do with this language at the end of this semester and in the future?

Ultimately, I would like to visit South Korea and be able to converse with natives and find my way around the country.  I also listen to a lot of Korean music and watch Korean dramas and I want to be able to understand everything without subtitles.  By the end of the semester, I hope to be able to give a brief bio about myself, write and speak in complete sentences, grasp basic grammar, increase my vocabulary, and begin to understand more of what I listen to and read.  

What tasks will you complete and what activities will you do this semester to meet your goals?  How will you document and evaluate your progress?

Novice learners should consult the ‘Language Tasks’ page of the SDLAP Wiki and incorporate the required tasks in their learning.  Be as specific as possible when planning activities, e.g., “I will watch YouTube videos to learn how to talk about the family.” or “I will consult a grammar text to learn about possessives.”  Make sure you include some tasks that are relevant to your interests, e.g., “I will learn to understand soccer commentary.” or “I will learn to talk about the stock market.”  Culture and language are, of course, inseparable.  It is expected that all your language will be culturally appropriate and that every task will contribute to your cultural competence.

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