Blogs

http://www.learnlangs.com/RWP/Korean/index.htm (Korean Alphabet) 

http://www.talktomeinkorean.com/ (Very neatly organised site with tons of video/audio lessons, learning tools/resources and shopping site for books) They are a general fun crew and they also have a youtube channel where they post fun learning vids and live Q&A sessions.

http://www.koreanclass101.com/index.php grammar/vocabulary information, WORD OF THE DAY emails! 

https://www.antosch-and-lin.com/korean/ (sign up for word/sentence of the day)

http://hompi.sogang.ac.kr/korean/kkl1... (An interactive Lessons of grammar with listening/reading/writing exercises) 
http://www.learnkoreanlp.com/ (lessons focusing on specific grammar points) 
http://livemocha.com/ (This is an independent language learning site, based on mutual help from users of the site)

https://www.youtube.com/watch?v=cuHR4q43zT8

http://www.dramabeans.com/

https://www.youtube.com/watch?v=RyI4KG0_ad8

Compared to many cultures, Urdu speaking people are quite expressive with hand motions and body language while speaking. Though there are no hand gestures/body language used while speaking that are known to be "trademark" for the language, there are many that one can recognize as distinctly from the sub-continent. Some examples of these would be a sort of head "wobble" or "sway" (not shaking), which means "alright" or "okay" (not as positive as a "yes" nod in English.) A hand gesture that is quite often seen during conversation is a dismissive sort of waving of the hand with a flick of the wrist.
Another interesting linguistic aspect of Urdu is that even though many words have been borrowed from Persian and Arabic, in informal settings the proper pronunciation of Persian and Arabic words is not heavily emphasized. Further, because there are some sounds that come from these languages that are not generally used in Urdu, Pakistanis will often only make a weak effort at pronouncing the sound (halfway between a familiar and similar Hindi/Urdu sound and the "foreign" sound.) 

I have learned a few new words in Urdu so far. I have a grasp on how to introduce and talk about myself, how to ask questions, and how to talk about my family. I learned these mostly through speaking to my learning partner and also by using online sources in order to practice and review the words and sentences I learned. I believe that I do have realistic goals, mostly because I am focusing on the oral aspect of the language and not on the reading or writing. By the time this course is over, I believe I will have a general  novice grasp of this language and will be able to hold and understand very light and brief conversations in Urdu. I will be able to test this by conversing with my friends. The most difficult part still continues to be hearing sounds and pronouncing them. Since this language is very different to others that I know, it has been extremely difficult to produce the sound differences as well as hear them when people speak to me. 

March 23 2015

When languages die it can result in entire cultures being forgotten. If a language does not have a written form and is strictly passed down orally, once the native speakers are lost so will the language itself. After reading the article about the Tribes that were on the verge of extinction, I was finally able to realize the importance of all forms of language. I was surprised how well this man was able to begin to develop a dictionary in his language so that he could keep it alive. I can't imagine how difficult that would be-- especially knowing that you are one in an extremely few amount that can understand or comprehend the language. I believe that at complete minimum, two people are required in order to keep an entire language alive-- however I also believe that languages have the possibility of being revived if some sort of writing or literature is left behind. Although pronunciation may be effected, at least the actual language would not perish.

March 18 2015 

After learning about the different endings for words in Korean language, I realized the importance of endings in Korean grammar. The endings decide the tense and the form of the word that is being used in the sentence. As a result I decided to learn the different types of endings in greater detail. While searching for online resources I came across the website http://www.learnkoreanlp.com which provides detailed explanation of all the parts of elementary level grammar. One of the types of endings is called particle. There are different types of particles. Instead of learning partially about several types of particles, I decided that it would be more beneficial to learn in greater detail about the usage of only two types of particles. 

Moreover, since we do not have an official class for Korean, it will help my understanding if I tried to explain what I learned to my friends or maybe in my reflections. Therefore I will be providing a small explanation of the first two types of endings: topic particle and identifier particle. 

Topic particles are used as endings for the subject of the sentence. There are two topic particles: leul and eul. For nouns ending with a vowel, neun is used and for nouns ending with a constant, eun is used.

Identifier particle is also used as the endings of subjects but it is only used when we put more emphasis on the subject of the sentence rather than the object, especially to the answer of the question "who". In such cases g/ka is used for nouns that end with vowels and  ee is used for nouns that end with consonants. \

I have noticed that explaining the rules of grammar to others help me understand the rules better myself and also retain them better. Thus from now on I will explain to others whatever I learn. 

I also found some exercises online to practice topic and identifier particles. 

Dialogue in a restaurant:

Melody Zhuang (MD): oseo osaeyo (quickly come=welcome), yogi anjesaeyo (please sit)

Cecillian Sun (XT): nae (ok)

MD: mu et sul (what) jumun (order) hasigetseoyo (would you like to)?

XT: jamsimanyo (please wait)

MD: nae

XT: unni, jumun halgaeyo (hey sister= waitress/excuse me, I will order now). Bulgogi, bibimbab, samgyetang, yangnyum chicken gurigo makju jusaeyo (please give marinated beef, hot pot mixed vegetable with rice, chicken soup, marinated chicken, and beer). 

MD: minjeng boyeo jusaeyo (please show me your ID).   

XT: yeogiyo (here it is).

MD: nae, gamsahapnida (thank you).

XT: unni, banchan duh jusaeyo (waitress, please give me more Korean side dishes)

MD: algaetsupnida (okay).

XT: ulmayaeyo (how much is it?)

MD: sam man won yipnida (30,000 Korean dollar). Gamsahapnida, daum ae ddo osaeyo (thank you, please come next time again)

XT: nae (ok) 

Hobby: 

XT: annyonghasaeyo Melody (hello Melody) pangapsepnida (nice to meet you)

MD: Hello, Xiaoting. annyonghasaeyo Xiaoting (hello) pangapsepnida (nice to meet you)

XT: Chimiga moyeyo? (What hobby do you have?)

MD: Je chiminum dokseo yipnida (my hobby is reading). Chimiga moyeyo? (what hobby do you have?)

XT: Sa jin jjik nungirl jowa haeyo (my hobby is to take photos). Sa jin jjik nungirl jowa haeyo? (do you like to take photos)?

MD: Nae, sa jin jjik nungirl jowa haeyo (Yes, I like to take photos). Dekso jowa haeyo (do you like to read)?

XT: Aniyo, dekso xilo haeyo. (No, I do not like reading)

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Dialogue in a restaurant:

Melody Zhuang (MD): oseo osaeyo (quickly come=welcome), yogi anjesaeyo (please sit)

Cecillian Sun (XT): nae (ok)

MD: mu et sul (what) jumun (order) hasigetseoyo (would you like to)?

XT: jamsimanyo (please wait)

MD: nae

XT: unni, jumun halgaeyo (hey sister= waitress/excuse me, I will order now). Bulgogi, bibimbab, samgyetang, yangnyum chicken gurigo makju jusaeyo (please give marinated beef, hot pot mixed vegetable with rice, chicken soup, marinated chicken, and beer).

MD: minjeng boyeo jusaeyo (please show me your ID).  

XT: yeogiyo (here it is).

MD: nae, gamsahapnida (thank you).

XT: unni, banchan duh jusaeyo (waitress, please give me more Korean side dishes)

MD: algaetsupnida (okay).

XT: ulmayaeyo (how much is it?)

MD: sam man won yipnida (30,000 Korean dollar). Gamsahapnida, daum ae ddo osaeyo (thank you, please come next time again)

XT: nae (ok)

Hobby:

XT: annyonghasaeyo Melody (hello Melody) pangapsepnida (nice to meet you)

MD: Hello, Xiaoting. annyonghasaeyo Xiaoting (hello) pangapsepnida (nice to meet you)

XT: Chimiga moyeyo? (What hobby do you have?)

MD: Je chiminum dokseo yipnida (my hobby is reading). Chimiga moyeyo? (what hobby do you have?)

XT: Sa jin jjik nungirl jowa haeyo (my hobby is to take photos). Sa jin jjik nungirl jowa haeyo? (do you like to take photos)?

MD: Nae, sa jin jjik nungirl jowa haeyo (Yes, I like to take photos). Dekso jowa haeyo (do you like to read)?

XT: Aniyo, dekso xilo haeyo. (No, I do not like reading)

Understanding a language’s origin and transformation facilitates one to learn the language. I learned that seventy percent of Korean vocabulary comes from Chinese and transformed into Korean. This fact helps me to find similarities between Chinese and Korean in pronunciation of vocabularies. The similarities also allow me to memorize vocabularies faster. Knowing Korean’s writing system was invented in a well-structured way allow me to better grasp the Korean characters. Once one memorizes 24 Korean alphabets, one could be able to pronounce words and sentences. Overall, knowing a language’s history can not only help one learn that language but also other similar languages. 

Language is the storehouse of knowledge, and it allows us to search for the truth. Every human language is the master tool representing its unique construct, which determines its limitations and its possibilities in expressing myth, emotion, ideas and logic. Therefore, language is considered as the medium with which the condition of the human soul is communicated. Especially for the spoken-only languages of indigenous peoples, this kind of language disappears faster than the written one. With the loss of each language, people also lose the evolution of its logic and its cultural myths and rituals. I have thought about the loss of languages or dialects in China. It seems to me, the loss of language means the reflective surface of local culture. What a tragic loss of such a great gift. 

Knowing Tagalog’s history can help me learn the language by giving me an understanding of what languages have influenced its formation, and in a way, the cultures and values that have been passed on from that time period. The fact that the Spaniards colonized the Philippines explains the extensive list of Tagalog words that are similar and derived from Spanish. Learning its history enhances the language-learning process because not only do you get to learn how to speak, read and write in another language, but you’re also learning so much about its culture. This way, you get to kill two birds with one stone, and have fun while you’re at it.

My language learning so far has been interesting because I’m tackling a language I already know and simply want to enhance my knowledge of. It’s a bit funny, I think, because as I’m getting more accustomed to reading and learning more Tagalog words, I try to sample them out when I converse with my family. My brothers, aged 26 and 15 respectively, think it’s hilarious that I’m attempting to speak less Tag-lish, and more straightforward Tagalog, telling me I sound way too professional, and “too Filipino” for their liking. (Re)learning the Tagalog culture is captivating; the way one speaks in the Philippines, particularly in Manila, deeply reflects their social and economic status. Back home, speaking English signifies an elevated status--reflecting privilege and wealth. There is a Filipino term called ‘sosyal’ that is slang for someone who is classy, or is wealthy. Those who are ‘sosyal’ tend to speak English amongst their friends, families, relatives, and even work colleagues, avoiding Tagalog because it is too ‘local’, simple, and a bit inferior in a way. Having grown up in Manila speaking English all throughout childhood, and speaking/learning Tagalog in school instead of at home, my ability to fully speak Tagalog, only using Tagalog words, is very limited. Furthermore, I moved to Northern Virginia when I was only 9-years-old, thereby removing any formal Tagalog-training off my priorities.

Although my parents, upon moving to the United States, switched from having us speak English at home to speaking Tagalog at home, I have never had to read or debate about Filipino topics with my family. Our Tagalog is limited to daily, normal conversations, and so my knowledge of formal, more complicated words and sentence structures is restricted and narrow. However, as I try to keep up to date with current affairs in the Philippines by reading random newspaper articles, watching Filipino soap operas, etc., I’m  learning that a lot of Tagalog words are very deep. In a way, they feel out of place when you’re simply trying to have a normal conversation with someone. I guess what I’m really trying to do is learn Tagalog on a more academic level, because ultimately, my goal is to be able to read classic Filipino literature like El Filibusterismo and Noli Me Tangere. If I really think about it, how many people, on a daily basis, just randomly talk about literature in a social setting. I feel my nerdiness really shining through because I’m trying to develop my learning for a language I already know how to speak.

To improve my communicative competence, I should probably just start reading Filipino literature and become familiar with the words and grammatical structure of the language. I’m realizing now that I cannot improve my reading and writing comprehension by trying to talk it out with my family when our conversations are not centered on the formal, academic side of the language. Reading and watching the news is an excellent source of learning because I can get a sense of the more formal side of the language.

Talking about food. Urdu.m4a

Answering Questions about my Identity

Aboutme.m4a

Greetings, farewells, introductions in Urdu 

Urdu.m4a

Knowing a language's history can directly help you understand how to learn the language because it can help explain why certain things are the way they are. As we read in the article in class, history can explain things like how the languages are related to other languages, what kinds of peoples spoke it, at what time, and in what setting. All of these aspects can help a learner more fully understand the background of the language, which will inevitably create a better foundation for getting context behind developing that language. In other words, knowing all of these things will put an individual in a better place for getting the hang of creating sentence structure, understanding words and vocabulary, as well as knowing what phrases to use and for what reason. In my case, learning the history behind Urdu really filled in many gaps on how Pakistan as a whole came together as a country. It helped me understand why Urdu is so close to Hindi in speech, but how it is so different in writing and script. These are very powerful tools that I used to help me with my understanding of Urdu. 

Thus far, learning Urdu has been extremely challenging-- mostly because of how different this language is than any of the languages I am used to hearing and know how to speak. I believe that understanding the target culture is crucial for being able to properly learn a language. When you understand the target culture, then it helps the individual with creating the building blocks for interpreting how the language was made, where it comes from, and the context in which words were used. I am able to learn most of these connections through speaking with my Pakistani friends. They are able to show me and teach me slang words, help me identify exceptions in the language, and also help me determine which words or phrases are best to be used and in what context. 

As I have further developed my learning experience, I have found that the most difficult aspect of learning how to speak urdu has been pronouncing words. I very quickly noticed that I was unable to both say or hear/easily distinguish between certain sounds. I approached this problem with what I thought was a very easy solution at the time-- I asked my learning partner to teach me the alphabet. I hoped that learning the alphabet would help me both physically see as well as hear the differences between sounds found in the Urdu language. Urdu has more than three different "T" sounds (Tee sound in english), as well as over two different sounds for "D"-- most of which I could not tell apart. There was a session where we spent 15 minutes sounding out the differences between "The" "Te" and "Tuh." It was very difficult for me to hear the slight changes in intonation and sound. 

Another challenge was learning the changes in sentence structure-- specifically knowing when a word is masculine or feminine. Since Urdu is a completely different language than lets say, romance languages, I could not easily decipher when a word was feminine or masculine. In Spanish, for example, most words that are feminine usually will end in an 'a', while a masculine word would end in an 'o'. The patterns are not as clear in Urdu, although sometimes they can be. The same goes for sentence structure. If I were to try and directly translate a sentence, the verb and subject are all over the place. There is a specific structure that I have to learn to follow which is completely different than that of other structures I am used to writing in. A lot of the times I feel like I am completely guessing when creating my sentences. 

In order to improve my communicative competence my goal is to use many sources of different styles. This will expose me to several kinds of learning opportunities and will also teach me the key foundations for learning the language. Following this, I will go over what I have learned with my learning partner as well as my friends in order to solidify the things I have learned. I prefer to look over written sources, such as textbook or online guides and then use this base knowledge to discuss topics with my learning partner or friends in order to confirm and to practice. 

My classmates' presentations were interesting in that I learned a lot about a variety of cultures I am not very familiar with. One part of culture that I find fascinating is the fashion that is unique to each culture. It makes me wonder at what point did people stop wearing the specific clothing identified with that culture in exchange for the custom pants/jeans and shirt combo. I also love the concept of each article symbolizing something because it reminds me of the history that piece of clothing has, and its relation to that culture's story as a whole. One thing that stood out to me were the bathhouses in Korea, and made me think about the values Koreans hold in regards to cleanliness. The fact that certain services like those exist in that certain region and space must be a reflection of the values they hold as a culture. Take for example the value of respect for the elderly with Filipinos, and how it is so deeply ingrained in the culture that there are words to denote terms of respect in everyday language. The intertwining of language and culture is very fascinating.

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I have noticed that Korean words which are the same have different endings depending on the type of the sentence, the   tense and the level of formality used. I then realized that I hardly knew anything about the grammar in Korean language. Therefore, I asked Sun for assistance in understanding Korean grammar. She provided us with a grammar sheet which explained the purpose of the various endings of words. 

Korean verbs and adjectives are made of stems and endings. The stem is the actual verb and adjective but it can never stand alone. It always needs to have an ending and the ending changes. There are also two types of endings: pre-final ending and sentence ending. Pre-final endings come between the stem and the sentence ending. Pre-final endings usually contain the honorific suffix and the tense marker. For instance, the verb "go" has the stem "ka". In a declarative sentence, the endings vary depending on the level of formality used. In case of deferential speech level "seubnida" is used, for polite speech "ayo" is used and for plain speech "nda" is used as ending. 

I also learned that there are two types of verbs and adjectives: vowel-ending and consonant ending. In order to practice the endings, I then did a few written grammar exercises. Doing the written exercises made me realize the importance of practicing written Korean alongside spoken Korean. It helped me understand the formation of syllables better and thus helped me pronounce words better. It also helped me practice writing Korean and improve my Korean handwriting and become more comfortable with the Korean script. 

As a result, I have decided to increase practicing written Korean. Moreover, I was very happy that I was learning some grammar because I could see its direct effect on my understanding of Korean. While watching Korean shows, I could pick out the endings and actually make sense out of them. 

Education is extremely important to South Koreans as it plays a pivotal role in future jobs and career path. In fact the literacy rate of South Korea, as of 2014, is 97.9% of the total population, 99.2% of males and 96.6% of females. Moreover, 85% of the students go to college.

There are public and private schools in South Korea, both of which are funded by the government. The school system consists of infant school (0-6 years of age), primary school (chodeung hakgyo) (1-6 grade), middle school (jung hakgyo) (7-9 grade) and high school (godeung hakgyo) (10-12 grade). Most of the schools have uniforms and strict rules for haircut. Students attend middle schools in the same district as their respective primary schools through a lottery system. Education is mandatory till middle school.

More than 95% of middle schoolers attend after-school tutoring agencies known as hagwon. Some of the students have private tutors. Students high school grades affect the college they will be admitted to. As a result, students face even more pressure to do better than everyone else in high school. Hence, students usually leave home at 5 am and come back after 10 pm after attending hagwon or sometimes even as late as 2 am due to after-school class in school. It is said that if a high schooler sleeps 3 hours, s/he can get into the top three universities, Seoul University, Korean University and Yonsei University. The college entrance exam is called CAT (National College aptitude Test, Korean) administered by the Ministry of Education.

Competition between peers in extremely fierce. There is tremendous pressure to always do well in school as it will affect their chance of getting into a good university. Since institutional reputation and alumni network play an important role in future job opportunities and career prospects, it is vital to attend a top university. 

From all the Korean drama shows that I have watched, the pressure students face in South Korea has always stood out. Parents always have high expectations from their children as a result the children are always striving to reach the bar set by their parents and are in constant fear of disappointing their parents. In fact, it is shown that competition between students and their parents start as early as kindergarten and primary school. Every parent want their children to be the best be it in studies or in extracurricular activities like martial arts, music or sports. Often this results in depression in students and might even lead to suicide.