Unknown Language Journal Entry

2352 WordsJun 1, 201310 Pages
Unknown Language Journal Journal Entry 1 Before the lesson From this, my first lesson of Korean, I expect to gain, most of all, first hand insight into the experience a second language learner has during the first lesson of a language he or her has never before encountered. As I believe the class will be one of immersion, where the teacher will only speak Korean, I expect to be confused and to struggle to grasp the relation between sounds and their referents as well as understanding grammatical constructions. I do feel somewhat anxious, as one does when trying out new things. At the same time, I must admit I am a little scared of not being able to learn as fast as the rest of the class. I understand this is a possibility and I…show more content…
The context is clearly meaningful since we all want to be able to greet politely, say our names and learn the names of others. Also, students were able to ask and answer questions such as “Where are you from?” and “Where do you live?” which are meaningful. The teacher also marked the customary greeting gesture which is markedly different from ours. This fact showed us that not only sounds, morphology and syntax can be different but that there is a interrelated cultural setting in which language occurs and which needs to be learned with language. In order to be able to communicate in this greeting/getting-to-know-others setting, students repeated the sounds they heard. As it was mentioned before, different students heard different sounds and thus produced differently from each other. The teacher only corrected sometimes; therefore, carefully looking at the sounds that she corrected and those that she did not, one could find which variations were relevant to meaning and which were not. Of course, as second language learners this is not learned in the systematic way linguists have to find phonological rule based patterns, but they are learnt but repetition, constant error and correction and, further on, by overt explanations given by the teacher. At this point the teacher only did corrections, no explanation of sound distribution was provided. Students learned to produce the different patterns of intonation for questions and answers which did not seem to be to
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