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Introducing a Multimedia Instructional Module for Teaching Korean Pronunciation Rules

Dukhyun Cho & Meesun Cho

Defense Language Institute Foreign Language Center

5:00-5:20 pm, June 24, 2010Seigle Hall L006, Washington University in St. Louis

• Korean pronunciation rules are difficult to learn for students.

• Pronunciation rules are mostly presented in a non-instructional mode.

Research Findings

Why Nasalization Rules?

• Nasalization rules are applied across the word boundary.

• Korean nasal sounds are already known to English speaking students.

• Nasalization rules are difficult to learn for students.

Theoretical Background

• Input > Cognition > Practice > Production

• Cognitive Load Theory (John Swell)– Examples in Korean vs. in English – Big Mac vs. Bing Mac

• Neurobiology of Learning (Namhee Lee)– Automatization

Features of the module

• Introduction– Interest stimulating and Informative

• A variety of examples• Timed Practice

– Practice items are presented in a way to accelerate automatization process

• Test

Implications

• Utilize instructional modes.• Provide intuitive, memorable examples• Take advantage of multimedia• Put emphasis on automatization

Q&A

Thank you!

Dukhyun Cho & Meesun Cho5:00-5:20 pmJune 24, 2010

Seigle Hall L006, Washington University in St. Louisdukhyun.cho@us.army.milmeesun.cho@us.army.mil