The Importance of English Language Learning and Teaching ...

[Pages:103]The Importance of English Language Learning and Teaching in South Korea

Sunny Gavran

School of Education, The Faculty of Arts, Education and Human Development

Victoria University

Submitted in fulfilment of the requirements of the degree of Master of Education

2013

Abstract

This research investigates the impact of rote learning, national examinations and types of motivation to learn English language on the way English language is taught and learnt in Korea. The research is framed around two questions, using qualitative data in a discursive manner (Holstein & Gubrium, 2005). Qualitative and interpretive methods were applied in this research. The research examined the various influential actors involved with English language learning and teaching in Korea such as the methods of learning and teaching English language in Korea, and policy makers' impact on the way English language is being taught and learnt in Korea. Professional diary entries written by the researcher during a one year English language teaching experience in Korea provided the core data for this research. Searching for support in the literature for the diary entries lead to three themes: the method of rote learning, the significance of exams, and the types of motivation to learn the English language. These three themes will be the basis for three scenarios that will offer changes to the current learning and teaching English in Korea. This research concludes with a proposed Scenario Model of Educational Policy Development. The model suggests education policy development which proposes a process of thinking about and implementing protocols and issues related to education with specific application to English language teaching and learning in the Korean context.

Student Declaration

"I, Sunny Gavran, declare that the Master by Research thesis entitled `The Importance of English Language Learning and Teaching in South Korea' is no more than 60,000 words in length including quotes and exclusive of tables, figures, appendices, bibliography, references and footnotes. This thesis contains no material that has been submitted previously, in whole or in part, for the award of any other academic degree or diploma. Except where otherwise indicated, this thesis is my own work". Signature Date

Note: The Victoria University APA system of referencing accessed from Victoria University library requires the inclusion of authors' initials in the in-text citation where authors of different references have the same family name.

Acknowledgments

This research would be impossible to complete without the love and support of my husband, Ante, and our three beautiful children, Jonathan, Amiel and Nathaniel. In addition, I am heartily thankful to my supervisors, Dr. Neil Hooley and Mr. Martyn Brogan, whose encouragement, supervision and support from the preliminary to the concluding stages enabled me to develop an understanding of English language education and the conduct of research.

Table of Contents

Title ................................................................................ i Abstract............................................................................ ii Student Declaration.............................................................. iii Acknowledgments................................................................ v Table of Contents ................................................................. vi List of Tables...................................................................... vii Chapter 1. Introduction..................................................... 9

Ethics....................................................................... 9 Significance of the study................................................. 11 Chapter 2. Literature Review ............................................. 13 General Educational Background of Korean Region................ 13 The End of the 19th Century-The Beginning of English Language Education in Korea........................................ 14 The Japanese Colonial Period.......................................... 15 The Korean War 1950-1953............................................... 16 The Seoul Olympics and its Influence on Korean to Study English............................................................. 17 The Korean Curriculum-Constructing the System................... 18 Creating the Korean Curriculum........................................ 19 The English Language and its Representation in Korea.............. 25 Approaches to English Language Teaching in Korea............... 27

The Grammar Translation Method.................... 28 The Direct Approach.................................. 30 Oral Approach and Audiolingual Method........... 31 Cognitive Approach.................................... 33 Other Approaches...................................... 34 Comprehension Based Approaches................... 34

The Natural Approach................................. 34 Communicative Approach............................ 35 Summation.............................................. 35 `Communicative Approach' Implementation in Korea................................................. 37 Models of Education and Curriculum.................................... 38 Discipline-based and Inquiry-based Curriculum 38 Content-based Curriculum............................ 40 Thematic Curriculum................................. 41 Teacher-Centred/Student-Centres Curriculum.... 41 Scenario Planning........................................................ 42 Diaries in Research...................................................... 44 Diary Entries in Qualitative Research.................................. 45 Chapter 3. Methodology Research question and design........................................... 47 Qualitative Research.................................................... 47 Document analysis....................................................... 48 The Researcher's Diary.................................................. 48 Grounded Theory in Qualitative Research............................ 49 Interpretive Research..................................................... 49 Validity in the Research................................................... 50 The Scenarios Method.................................................... 51 The Research Process.................................................... 52 Chapter 4. Discussion and Findings Themes Arising from Data Analysis................................... 54 Theme 1- Rote Learning.................................................. 58 Theme 2 ? National Examinations....................................... 64 Theme 3 ? Motivation .................................................... 70

Chapter 5. Scenarios Scenario 1 ................................................................... 75 Scenario 2 .................................................................. 78 Scenario 3 .................................................................. 81 Commentary for the scenarios........................................... 83

Chapter 6. Conclusion: Development of a Scenario Model for Educational Policy Development.............................................. 87

References.......................................................................... 93

List of Tables

Table 2.1 Korean Curriculum Development....................... 21 Table 3.1 Research Process........................................ 52 Table 4.1 Organisation and Decoding of Documents

and Diary Entries........................................ 54 Table 4.2 Consolidation of Research Questions and

Themes Arising.......................................... 58 Scenario Model............................................................. 91

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