Learning
english as a foreign language can be a difficult task for students from any language background. However, there are some unique and difficult problems that arise with students whose native language and culture differ so dramatically from
english, like those students in South Korea. The problems and challenges that arise come in to basic and broad categories. The first is the actual structural differences between
english and Korean. The second is the cultural differences surrounding the expectations and methods of teaching and learning.
One of the main problems referenced is that a mixed form of Korean and
english or “Konglish” already exists and is somewhat common in Korean society (Flattery). Students may frequently be exposed to this mixed language from non-native speakers of
english in the media and other outlets. The trading and borrowing of words from
english is accepted and engrained in this form of the language. However, this acceptance of the mixed language by the Korean society is at odds with the form of
english that they desire to be taught in the classroom (Flattery). This can provide some problems for
teachers attempting to replace what a student might know about Konglish with a truer and more accurate form of
english.
Perhaps the more significant problem arises from the very different structures of the languages themselves. The most obvious is that
english and Korean use very different alphabets, and the differences continue. “The phonetic system, the syntactic structure, and the semantics of the two languages are so different that the transition from one language to the other requires enormous efforts from the learner” (Cho 32).
english can be a fairly complex language, especially when comparing written
english to spoken
english. The complexity of the pronunciation of
english, and the lack of a simply phonetic system can provide great difficulty for students. Korean learns struggle with, “The complexity of
english words in spelling and sound correspondences” (Kim as Qouted in Cho 32). There is no doubt that pronunciation will be one of the major difficulties a
teacher of
english will encounter in South Korea.
Additionally, the Korean language lacks a similar system of word and sentence stress that occurs in
english (Cho 33). It is likely that students will struggle with understanding how this works in
english. Also, in Korean, sentences are formed in very different ways, and there is not as much complexity between subject-verb agreements as there is in
english (Cho 33). Students will need extra practice and study of the word order in
english sentences. Verb tenses in
english, while already difficult and complex, are made even more difficult by these differences between the languages. A
teacher will need to take care that students gain a complete and thorough understanding of how to use verbs in
english.
Beyond these language differences, the expectations surrounding the role of student and
teacher as well as the structure of a class are very different in the Korean and many
english-speaking cultures. One significant difference discovered by a study of teaching
efl in Korean universities is that students felt that is was very important that they were able to correctly produce all of the sounds of
english before moving on to new material. However, many instructors disagreed with this sentiment (Thornton 91). Related to this may be the intense pressure that is felt by many Korean students for academic success. While the focus of the Korean Government on
english instruction is focused on conversational skills and fluency over accuracy and writing (Flattery) the focus for many students is preparing for an eventual
english Competency Exam (Cho 31). This puts the
english teacher in a difficult position of competing wants and needs. Students and parents want fast progress and success in
english, yet what they want to learn for an exam is often the more difficult aspects of the language beyond simply the ability of spoken communication.
Korean students are also not use to being asked for their opinion or expressing themselves freely. In fact, this can be a sign of disrespect and arrogance for Koreans (Cho 34). Students may seem overly timid or shy, and may want to avoid talking about themselves. This should be taken into consideration by a
teacher when designing games and activities for the classroom. Getting students to participate without feelings of embarrassment should be carefully considered.
This is just a very brief overview of some of the problems and challenges that an
efl teacher may encounter in the South Korean classroom. It is very important to consider both the cultural and language differences when beginning teaching in any class in South Korea. That is not to say that students and
teachers in other countries will not experience similar problems. Sensitivity to these issues in whatever country
efl teachers work in will go far to make them more successful and effective in their classes.
References
Cho, Byung-Eun. Issues Concerning Korean Learners of
english:
english Education in Korea and Some Common Difficulties of Korean Students. The East Asian Learner. Volume 1, Issue 2. November 2004. Retrieved at: http://www.brookes.ac.uk/schools/education/eal/eal-1-2/vol1-no2-koreanlearnersof
english.pdf. 3-10-12
Flattery, Brendan. Language, Culture, and Pedagogy: An Overview of
english in South Korea. 2007. Retrieved at: http://homes.chass.utoronto.ca/~cpercy/courses/eng6365-flattery.htm 3-10-12
Thornton, John. Learning
english as a second language in South Korea: Perceptions of 2nd year college and university students and their
english speaking instructor. 2009. Retrieved at: http://www.asian-
efl-journal.com/Thesis/Thesis-Thornton.pdf 3-10-12