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My first Cultural learning goal for the semester is to learn more about the home and family culture of the Brazil and how that has an affect on the Brazilian Portuguese language. To explore this topic I intend to try and seek out unique aspects of the language which might contribute to the family culture. I also intend to explore aspects such as Brazilian media and see how that compares with the media in America. From the exploration of culture I hope to gain a greater understanding of the Brazilian Portuguese language while also improving my language skills.
My Learning Plan
Learner Name: Berhaun Fesshaye | Semester: Spring 2018 |
Language: Amharic | Course: SDLAP 110 |
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-Beginning 0
Interpretive Listening-Beginning 0
Interpretive Reading-None
Presentational Speaking-None
Presentational Writing-None
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?
I want to be able to have casual conversations by the end of the semester. My number 1 goal is to be able to have a conversation with my grandma. She doesn’t speak English and I’ve always needed someone to translate for me. In the future I want to be able to speak fluently and be able to 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.
Task 1 | Learn classroom/life survival language |
Type of Task | _x__ Interpersonal Communication ___ Presentational Speaking _x__ Interpretive Listening ___ Presentational Writing ___ Interpretive Reading |
What do I need to learn to complete this task? (goal) | I need to learn how to say “hello”, “goodbye”, “My name is Berhaun”,“I speak English”, and “I am learning Amharic”. |
How will I learn? (learning activities and resources) | I will learn this by talking to my language partner and asking how to say these things while also using youtube videos to practice my pronunciation. I will also try to find movies in Amharic to see if I can understand and pick out common phrases and get the big picture of what is going on. |
How will I document what I have learned? (artifacts) | I will document what I have learned by recording myself interacting with someone and saying these things. I could also watch clips from shows or movies and translate them. |
How well can I accomplish this task? (self-assessment) | I will assess myself by talking to native Amharic speakers including my family to make sure that I am understood. |
Task 2 | Greetings/Farewells (formal/informal, for different times of day, male/female, single person/multiple people) |
Type of Task | __x_ Interpersonal Communication ___ Presentational Speaking ___ Interpretive Listening ___ Presentational Writing ___ Interpretive Reading |
What do I need to learn to complete this task? (goal) | I need to learn how to say: good morning, good afternoon, good evening, and goodnight for male, female, plural, and elders (formal). |
How will I learn? (learning activities and resources) | I will learn this by looking at printed resources and online resources and then practicing my progress with my language partner. |
How will I document what I have learned? (artifacts) | I will document what I’ve learned by recording a conversation with my language partner or another student that I know who speaks Amharic. |
How well can I accomplish this task? (self-assessment) | I can assess this task by greeting someone that I do not know. |
Task 3 | Introducing yourself (your age, where you are from, what you are studying, something interesting about yourself) |
Type of Task | _x__ Interpersonal Communication ___ Presentational Speaking _x__ Interpretive Listening ___ Presentational Writing _x__ Interpretive Reading |
What do I need to learn to complete this task? (goal) | I want to be able to not only say my own age but the age of others, so I need to learn all of the numbers. I also want to be able to tell people that I am from the United States and that I am a student. |
How will I learn? (learning activities and resources) | I will learn this by looking at printed and online resources and practicing my pronunciation with my language partner. |
How will I document what I have learned? (artifacts) | I will document what I have learned by telling a native speaker about myself and recording the encounter. |
How well can I accomplish this task? (self-assessment) | I will assess myself by being able to introduce myself to a stranger in Amharic. |
Task 4 | Identifying and talking about family members (names, relationships, professions, something interesting) |
Type of Task | _x__ Interpersonal Communication ___ Presentational Speaking __x_ Interpretive Listening ___ Presentational Writing ___ Interpretive Reading |
What do I need to learn to complete this task? (goal) | I need to learn how to say all of the members of the family in Amharic and be able to say what career I want. I also want to be able to describe family members and other people by talking about their personality. |
How will I learn? (learning activities and resources) | I will learn these by watching Youtube videos, consulting books, and talking to my language partner. |
How will I document what I have learned? (artifacts) | I will document what I have learned by recording a conversation between myself and another person talking about family members. |
How well can I accomplish this task? (self-assessment) | I will assess myself by describing my family members in a conversation without looking anything up. |
Task 5 | Telling time / asking the time, date, and weather |
Type of Task | _x__ Interpersonal Communication ___ Presentational Speaking _x__ Interpretive Listening ___ Presentational Writing ___ Interpretive Reading |
What do I need to learn to complete this task? (goal) | I need to learn how to ask for the time and reply with the correct numbers. I also need to learn the Amharic months because they are different that what we say in English. I also want to be able to ask about the weather and reply if it is cold, hot, or raining. | |||
How will I learn? (learning activities and resources) | I will learn these by consulting books and maybe even look at resources that are meant for children to learn how to tell time, the months, the days of the week and the weather. | |||
How will I document what I have learned? (artifacts) | I will document what I have learned by making my own clock and calendar (out of paper) in Amharic that shows how to say the time at each hour and the days of the week. | |||
How well can I accomplish this task? (self-assessment) | I will asses this task by recreating the calendar and clock that I used to study without looking at any resources. | |||
Task 6 | Asking for things in a store (Clothes, household items) | |||
Type of Task | _x__ Interpersonal Communication ___ Presentational Speaking _x__ Interpretive Listening ___ Presentational Writing ___ Interpretive Reading | |||
What do I need to learn to complete this task? (goal) | I need to learn how to say different items of clothing and household items. I also need to learn how to ask how much something is. Since bargaining is big in Ethiopia I also need to learn how to bargain. |
How will I learn? (learning activities and resources) | I will learn this by looking at online resources and making flashcards to remember the different vocabulary words. To learn the language of bargaining, I will ask someone that lives in Ethiopia or visits there often how I would go about that. |
How will I document what I have learned? (artifacts) | I will document what I have learned by keeping track of any conversations or letters that I send to native speakers asking them how to communicate about store items. |
How well can I accomplish this task? (self-assessment) | I will assess myself by going to a store that is owned by Amharic speakers and buying something. I would probably have to travel to DC for that but I could assess many other tasks there as well. |
Task 7 | Asking for food / buying food / ordering at a restaurant / describing food |
Type of Task | _x__ Interpersonal Communication ___ Presentational Speaking _x__ Interpretive Listening ___ Presentational Writing ___ Interpretive Reading |
What do I need to learn to complete this task? (goal) | I want to be able to order food and drinks in a restaurant and know how to communicate any special requests for food. |
How will I learn? (learning activities and resources) | I will learn this by consulting my language partner and online resources about the names of foods and drinks and the appropriate way to ask for them. |
How will I document what I have learned? (artifacts) | I will document my learning by taking a picture of an Ethiopian restaurant menu and translating it. |
How well can I accomplish this task? (self-assessment) | I will assess myself by going to an Ethiopian restaurant and ordering my food using only Amharic. |
Task 8 | Talking about your schedule / daily activities |
Type of Task | _x__ Interpersonal Communication ___ Presentational Speaking _x__ Interpretive Listening ___ Presentational Writing ___ Interpretive Reading |
What do I need to learn to complete this task? (goal) | I need to be able to talk about other things like time and food so that I can make sentences about the order of events in my day. Words like “first”, “after”, and “finally” will be important for talking about the order of events in my day. I also need to learn how to talk about things such as going to class, doing homework, and sleeping. |
How will I learn? (learning activities and resources) | I will learn these activities by watching Youtube videos of people describing their daily activities and by looking through books that give vocabulary about daily activities. |
How will I document what I have learned? (artifacts) | I will document what I have learned by recording a conversation with my language partner about our daily activities. |
How well can I accomplish this task? (self-assessment) | I will assess myself by describing my day to my language partner. |
Task 9 | Asking about past/future events |
Type of Task | _x__ Interpersonal Communication ___ Presentational Speaking _x__ Interpretive Listening ___ Presentational Writing ___ Interpretive Reading |
What do I need to learn to complete this task? (goal) | I will need to learn the past and future tense of verbs so I can talk about something that has already happened and something that is going to happen. | |||
How will I learn? (learning activities and resources) | I will need to consult a grammar book to learn the correct tenses and then speak with my language partner to learn how to form sentences in these tenses. | |||
How will I document what I have learned? (artifacts) | I will document this by recording myself having a conversation with my language partner about past event and future events. | |||
How well can I accomplish this task? (self-assessment) | I will asses myself by being able to have a whole conversation in the past tense or in the future tense. | |||
Task 10 | Writing my name and other basic words | |||
Type of Task | _x__ Interpersonal Communication ___ Presentational Speaking ___ Interpretive Listening ___ Presentational Writing _x__ Interpretive Reading | |||
What do I need to learn to complete this task? (goal) | I want to be able to write down my name and other basic words like Hello and Goodbye. |
How will I learn? (learning activities and resources) | I will learn this by studying an alphabet poster that I bought in Ethiopia and maybe finding a resource online that shows me how to write the letters. |
How will I document what I have learned? (artifacts) | I will take a picture of my writings and compare them to my language partner’s writing. |
How well can I accomplish this task? (self-assessment) | I will assess myself by writing my name and other things without consulting any resources. |
The reading from this week was about localization of brain functions. The reading mentioned that Broca's and Wernicke's area were the two main regions that were responsible for comprehension and speech. It also mentioned that memory can be improved by relationships meaning.
This reading reminded me of things I learned in psychology such as phrenology and context dependent memory. Although some functions are localized in some parts of the brain, the brain displays great plasticity if a part of a brain is damaged meaning partial recovery is always possible. Context dependent memory is a method for information recall by knowing the context. I have had a lot of luck with this method because knowing the context (either physical environment or conceptual) always seemed to help me transfer short term memory to long term memory.
My self-directed learning plan is organized from the bottom-up. This means that I tried to cover some basics of the language such as grammar and up to difficult comprehension material such as news. From my first session, I covered vocabulary used in informal settings from a reality show in Korean. There was no subtitles so it was hard to pick out the vocabulary but my language partner did very well picking out all the hard vocabulary. After the video, I went through the list of vocabulary and wrote the definitions of the list of words.
Through my learning plan I will learn proper language when talking formally and informally. I was first prompted to learn Korean again because of how much I couldn't say when talking with natives, in both formal and informal situations.
From the feedback I got from my classmates and my professor, I will have to try to find specific texts to supplement my learning. I am sure my language partner can recommend me a few from the Global Studio.
My goals/objectives for this week:
- A review of Level 2 bahasa Indonesia (from University of Melbourne class)
- Chapter 1 "Teman Lama" in Indonesian Grammar In Context
- Met with my language partner to work on my reading, writing, and speaking skills.
This past week, I have completed:
- A review of Level 2 bahasa Indonesia (from University of Melbourne class)
- Chapter 1 "Teman Lama" in Indonesian Grammar In Context
- Met with my language partner for three hours to work on my reading, writing, and speaking skills.
Reflection:
I spent about 2-3 hours this past week going over my notes in my bahasa Indonesia (level 2) notebook. Specifically, I spent a lot of time on reviewing passive and active verbs, but I covered a great deal more. To re-acquaint myself with the material, I simply read through paragraphs and other items I had written so that I can sharpen my fluency and reading pace.
I also finished Chapter 1 in Indonesian Grammar In Context. I learned the following:
- Nominalization of verbs using -nya
- Indefinite pronouns formed from question words plus saja
- Review of passive verb forms
- Review of the active and passive verb forms
The chapter included a variety of activities: Oral tasks, written tables and charts, and writing exercises. In addition to these activities, I took grammar notes and listed new vocabulary words.
In addition, I met with my language learning partner for 3 hours. Some of that time was spent on reviewing old topics learned previously; the rest was spent on engaging in oral conversational activities like role play and dialogue chats, as well as going over new grammar points and vocabulary.
These readings were very interesting because I think we often take our native language for granted in the sense that I had never stopped to think about the structure and science of the English language because it comes so naturally to me. When I started to learn new languages, I also didn't have to think deeply about the meaning of words, because I would just give them meaning based on their English translation. This being said, I think a more effective way to move forward this semester is to focus on meaning over translation. When I see a table, I want to think of it as "thakja" instead of "That is a table in English, so in Korean it's thakja." This is easier said than done, but it is a good mindset to have in language learning to recognize that different languages have different meanings. I'll also have to be aware that there will be words or phrases I learn in Korean that don't have a direct translation to English or that have different meanings. For example, I know that in Korean there are different words for "bye" depending on if you are the one leaving somebody's house or the one whose house somebody is leaving. Meaning also comes so much from cultural awareness and context. I've found myself being corrected in Spanish because I say something that translate perfectly to the way I would say it in English, but it's not the way natives speak. For example, in English we can say "sorry" for a variety of situations, and the most direct translation to Spanish is "lo siento," but you would never say "lo siento" if you bumped into somebody in a crowded area like you would say "sorry" in the same situation.
According to the article, as a right-handed person, my language skills are probably controlled by the left hemisphere of my brain. The localization theory states that, even more specific than just hemisphere, that there are certain locations in the brain that process specific functions such as sensation, writing, speaking, comprehension, etc. There are many areas that work together to form language. An interesting thing in the article is about how complex communication is, when it can be such a seemingly mindless activity for us. The example it uses is saying "Hi how are you? I'm fine thanks" in passing with someone. It's something I do every day without consciously thinking about my intention to communicate, conceptualize my idea into the proper English syntactic structure, and sending the signals to the muscles I need to say those words out loud.
Analyzing and conceptualizing "meaning" is something we do a lot in higher education, but it's more typically "the meaning of the stock market crash" or "the meaning of Hamlet," and less so "the meaning of the word chair." It's actually much more difficult to explain the meaning of something so simple, because we think of its meaning as a given, even though at one point in our lives we had to conceptualize the meaning of the word chair. Focusing on meaning this semester will hopefully help me see the world through the lens of a new language, not just the English lens translated to a different language as directly as possible.
An important part of Ethiopian and Eritrean culture is coffee. Coffee in Amharic is buna. Most people drink coffee everyday, as is done in other cultures, but the process of making it is what is unique. First fresh coffee beans are used and are roasted then grinded. While the beans are being roasted, the person making it brings the pan around to let everyone smell. Then a special coffee pot called a jebena is used to brew the coffee. The coffee is served in very small cups and each person adds sugar to their own cup. The beans that are roasted are used three times and are diluted more each time. The first batch of coffee is called awul, the second batch is called hulettenya, and the third batch is called sostenya. Coffee is drank at all times of the day, but from my experience, most drink it in the middle of the day after lunch. When you go to another person’s house, they always offer to make you coffee. However, I don’t like coffee, so I usually ask for tea, another popular drink. In restaurants, there is always coffee (and tea) on the menu and in Ethiopia there are people whose sole job is to make coffee all day in the restaurants using the traditional method. Coffee is not only used as a drink but as a way for people to spend time with one another.
How have you organized your self-directed learning plan, and what have you learned so far? How will your studies allow you investigate your target language and culture more deeply? What first prompted your interest, and motivated you to start learning?
After receiving feedback from your classmates and Dr. Marsh-Soloway, what changes do you anticipate making?
As I’m finishing up my learning plan, I’ve become very appreciative of the “task-based” learning method. This way of organizing allows me to focus on specifically what I think is practical and necessary for my future endeavors in the target language. I know I want to live with a host family during my time in Dakar, Senegal. Therefore, I’m focusing interpersonal communication, interpretive listening, and presentational speaking. I think it would be to my greatest advantage to be able to understand and verbally communicate basic phrases in Wolof. In this way, my studies will provide me with the tools to have a more meaningful experience will I’m abroad.
Additionally, I plan on adding more resources to my plan. I want to peruse my options in terms of multimedia available such as movies and TV series.
I’ve organized my learning plan to include the basics of what I need to know in order to communicate effectively in Amharic. So far, I have learned greetings, how to introduce myself, numbers, days of the week, simple weather phrases, colors, and simple questions. My studies will allow me to investigate Amharic and Ethiopian/Eritrean culture more deeply by giving me more insight into the specific ways that everything is described. I know that is not the best way to put it but there are certain things in other languages that are hard to translate so by knowing the language, one can get a better understanding of cultural aspects. I have had an interest to learn Amharic my whole life because I have grown up hearing it spoken. There were always times where I would be surrounded by my family speaking Amharic while I sat and listened with no idea about what was being said. My interest to learn has grown as I’ve gotten older because I really want to be able to speak to my grandma, who knows about 3 words in English. I haven’t had enough time to devote to learning, however, because of my load of school work. Now that I can actually learn Amharic and have it count as a unit, it has really motivated me to start learning and learn as much as I can while I have the time to devote to it. As for my learning plan, I want to make it more specific and include more sub-tasks in each task. I also want to find better artifacts like conversations that I translate or letters that I try to read. I also want to find more ways to test my knowledge than just having conversations with my language partner.
This week my learning goals were to learn how to tell time, ask the simple who/where/what questions, learn the days of the week, and basic colors. I accomplished these goals with much more ease than I thought I would. I was able to form some short sentences by building off of what I have already learned. I learned these words and phrases by speaking with my language partner. I have come to realize that my language partner is the best resource for me because I like to hear what each words sounds like so that I can write down my own phonetic transcription. After going over these terms and forming sentences, I have been practicing on my own. Even though I am still at a beginner level in Amharic, I think I am on the right track to be able to complete all of the tasks I included in my learning plan.
Reflect on the readings. What parts of the brain are most important for the production and comprehension of speech? How do you conceptualize or process meaning? Do these readings bring to mind any questions or motivations that could help promote your foreign-language abilities, retention, and recollection?
Language is loosely tied to several (if not all) regions of the brain including Wernicke’s area, Heschl’s gyri, Broca’s area, and Exner’s centre. These areas are related to speech production, encoding of speech, auditory reception, and motor control of writing. Reading Crystal D.’s work made me quickly realize how interdependent our brains are when it comes to language. The conceptualization of a message is the first thing that happens before speech production. All the steps that occur between conceptualization and speech production occur in Wernicke’s and Broca’s areas. Our environments and norms, however, also inform how we internalize meanings and messages. As Crystal says, “different languages talk about the world in different way.” As we learn more languages, we expand our repertoire of senses and references begin to mean more than one thing. I think being conscious of this concept will both help me understand what learning another language means and facilitate the process.
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
Learner Name: Christiana Summers | Semester: Spring |
Language: Korean | Course: SDLAP 110 |
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.
Task 1 | Week 1 (1/31 – 2/7) |
Type of Task | ___ Interpersonal Communication __X_ Presentational Speaking |
What do I need to learn to complete this task? (goal) | I need to learn all the numbers and increase my vocabulary and incorporate those things into reading and speaking complete sentences. |
How will I learn? (learning activities and resources) | Korean for children lessons 1-2 |
How will I document what I have learned? (artifacts) | I will make a worksheet that demonstrates the material covered in the chapters for myself to complete. It will include recognizing numbers and associating them with objects |
How well can I accomplish this task? (self-assessment) | I think I will definitely be able to complete this task. I am already familiar with most of Korean numbers and the layout of the material in this book is easy to follow. |
Task 2 | Week 2 (2/7- 2/14) |
Type of Task | __x_ Interpersonal Communication __x_ Presentational Speaking |
What do I need to learn to complete this task? (goal) | I will learn how to read, write, and speak phrases including question/answer format and self-identification to better write and communicate. |
How will I learn? (learning activities and resources) | Korean for children lessons 3-5 |
How will I document what I have learned? (artifacts) | I will design a conversation with my tutor that will test my knowledge of the question and answer phrase format that I will have learned in the chapters. |
How well can I accomplish this task? (self-assessment) | This activity will be a little more challenging, but with the help of my tutor, I think it will get accomplished. |
Task 3 | Week 3 (2/14-2/21) |
Type of Task | _x__ Interpersonal Communication __x_ Presentational Speaking |
What do I need to learn to complete this task? (goal) | Learn about placement phrases and how to describe location of people and objects. |
How will I learn? (learning activities and resources) | Korean for Children lessons 6-7 |
How will I document what I have learned? (artifacts) | I will make another worksheet with pictures and space to describe the object including its location. |
How well can I accomplish this task? (self-assessment) | If I practice these terms diligently, they will be learned. |
Task 4 | Week 4 (2/21-2/28) |
Type of Task | __x_ Interpersonal Communication _x__ Presentational Speaking |
What do I need to learn to complete this task? (goal) | Learn how to express how I feel and what I need (food, water, medicine etc.) |
How will I learn? (learning activities and resources) | Korean for children lesson 8 |
How will I document what I have learned? (artifacts) | I will design another worksheet for myself that relates to the material |
How well can I accomplish this task? (self-assessment) | This will be one of the easier tasks in my opinion because I am familiar with some phrases due to watching Korean dramas. |
Task 5 | Week 4 (2/21- 2/28) |
Type of Task | ___ Interpersonal Communication __x_ Presentational Speaking |
What do I need to learn to complete this task? (goal) | Learn how to tell the date (year, month, day) |
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How will I learn? (learning activities and resources) |
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How will I document what I have learned? (artifacts) | I will make up a quiz to test my memory on the terms I learned. |
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How well can I accomplish this task? (self-assessment) | This will be an easier, more fun task to complete, but will still help me a great deal. |
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| Task 6 | Week 5 (2/28- 3/7) | ||
| Type of Task | __x_ Interpersonal Communication __x_ Presentational Speaking | ||
What do I need to learn to complete this task? (goal) | Learn common phrases to greet and how to address people and family |
How will I learn? (learning activities and resources) | Living Language Korean (Essential) Lesson 1-2 |
How will I document what I have learned? (artifacts) | Writing and listening exercises in the workbook |
How well can I accomplish this task? (self-assessment) | This task will be mostly review for myself, so I will be able to complete it well. |
Task 7 | Week 6 (3/7-3/14) |
Type of Task | _x__ Interpersonal Communication _x__ Presentational Speaking |
What do I need to learn to complete this task? (goal) | Learn how to describe items including color/size etc. |
How will I learn? (learning activities and resources) | Living Language Korean Lesson 5 |
How will I document what I have learned? (artifacts) | Writing and listening exercises and video of sticky notes around my room with colors and other descriptive words posted around |
How well can I accomplish this task? (self-assessment) | This task will be fun and engaging making it easier to complete. |
Task 8 | Week 7 (3/21-3/28) |
Type of Task | ___ Interpersonal Communication __x_ Presentational Speaking |
What do I need to learn to complete this task? (goal) | Learn how to describe living an everyday life with common action words (increase vocabulary) |
How will I learn? (learning activities and resources) | Living Language Korean (Essential) Lesson 6 |
How will I document what I have learned? (artifacts) | Writing and listening exercises, come up with a to-do list in Korean |
How well can I accomplish this task? (self-assessment) | I will most certainly need help from my tutor to fully grasp the concepts in this task. |
Task 9 | Week 8 (3/21-3/28) |
Type of Task | _x__ Interpersonal Communication __x_ Presentational Speaking |
What do I need to learn to complete this task? (goal) | Learn how to communicate in a restaurant environment |
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How will I learn? (learning activities and resources) | Living Language Korean (Essential) Lesson 8 |
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How will I document what I have learned? (artifacts) | In book activities plus a video of myself ordering at a Korean restaurant. |
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How well can I accomplish this task? (self-assessment) | This task will be more difficult to complete and I will have to run through practice scenarios with my tutor to grasp the material |
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| Task 10 | Week 9 (3/28-4/4) | ||
| Type of Task | __x_ Interpersonal Communication _x__ Presentational Speaking | ||
What do I need to learn to complete this task? (goal) | Learn how to navigate around an area in Korean using transportation and directions. |
How will I learn? (learning activities and resources) | Living Language Korean (Essential) Lesson 9 |
How will I document what I have learned? (artifacts) | In book and audio activities |
How well can I accomplish this task? (self-assessment) | As always, I am confident that I will be able to complete this task and will ask my tutor any questions of clarification. |
Task 11 | Week 10 (4/4-4/18) |
Type of Task | _x__ Interpersonal Communication _x__ Presentational Speaking |
What do I need to learn to complete this task? (goal) | Learn meaning of phrases in lyrics of Korean pop song. Recognize patterns in writing process |
How will I learn? (learning activities and resources) | Choose a song and dissect it’s lyrics along with covering grammar usage and distinguishing phrases that don’t translate directly. |
How will I document what I have learned? (artifacts) | Record myself singing the song and provide a written translation of the lyrics in English. |
How well can I accomplish this task? (self-assessment) | I have done something similar before, but I didn’t know enough about the language to get the most out of it. I think that after I study it for a semester, it would be a good ending task. |
I really enjoyed the first week of SDLAP 105! It really got me thinking about my future paths for language learning. It also got me super excited to start! I have been reviewing some materials from Talk To Me in Korean, which has a multitude of language learning books, as well as a YouTube channel that is updated weekly with lessons. As of right now, I think I will be using this as my primary learning tool. I also came upon Korean Unnie, which is another Korean learning YouTube channel. Furthermore, I am already very engrossed in Korean music, dramas, and variety shows, so I look forward to using these as learning tools as opposed to just for entertainment. I hope that by the end of the semester I am able to read and write Korean with slight ease and have a diverse vocabulary. I found the readings for this week to be very insightful and helpful; they gave me great advice on how to commence my language learning plan. After taking the two surveys, I found out that my learning style is primarily visual and my top three intelligences are musical, body movement, and language. I am looking forward to further developing my learning plan and getting to know the other students!