Module Catalogue 2025/26

Pre Requisite Comment

Students with prior knowledge may seek an exemption.

Co Requisite Comment

N/A

Aims

Students should be familiar with the very basic structures of the language and survival vocabulary (numbers, days of the week, etc.). However, they may still feel insecure and will only be able to form very simple sentences. The aims of this course are to consolidate what students already know through systematic revision and provide them with the following:

i. Basic communication skills for coping with simple, though not completely stereotypical situations in everyday life in the foreign country;
ii. More confidence than would be expected from beginners;
iii. A basic awareness of their own language learning strategies;
iv. A personal interest in the countries where the foreign language is spoken and their people;

This is the first part of an Korean Elementary course designed with the non language specialist in mind. It is intended for false beginners (i.e. students who may have studied the language before, but not to GCSE, or who may have a GCSE in the language but haven’t studied it in several years). The module covers the four skills: writing, reading, speaking and listening. At the end of the module, students will have gained (1) an understanding of key traditional grammatical concepts and a sufficient grasp of the functioning of the language to be able to interact with confidence, (2) sufficient familiarity with exponents of a functional and notional syllabus to allow them to communicate their language needs simply and clearly at a basic user level, and (3) some knowledge of the culture of Korea.

Outline Of Syllabus

These are the Communication and Grammar that will be covered in this module:

Communication: Vocabulary; Speaking and Listening skills:
• Talking about neighbourhoods
• Asking and giving directions
• Conversing and inquiring about someone’s background
• Seeking agreement
• Talking about important dates
• Date, days, and schedules
• Organizing a birthday party
• Expressing desire
• Expressing reservations
• Making an apology and giving reasons
• Asking someone’s opinion
• Extending, accepting, and declining invitations
• Setting up a get-together

Grammar:
• Deferential style ending
• Irregular predicates
• Demonstrative expressions
• The noun-modifying forms (present)
• Honorific expressions
• The clausal connectives (background information)
• The clausal connectives (cause)
• The progressive form
• Intentional ending form

Intended Knowledge Outcomes

All areas of grammar, vocabulary and background knowledge related to the points listed in the outline of syllabus.

Intended Skill Outcomes

By the end of the course, the students should be able to:

Reading:
• understand short dialogues and passages describing everyday life such as neighbourhood, personal background, biographical information, family, invitations, etc.

Writing:
• write simple compositions related to everyday life such as neighbourhood, personal background, biographical information, family, invitations, etc.

Speaking:
• describe themselves about their personal background, biographical information, and family.
• ask and give directions
• socialise: make and respond to invitations

Listening:
• understand native speakers in situations similar to those listed above, provided that they speak fairly slowly, addressing him/her directly and with a reasonable clear accent.
• understand carefully selected off-air materials related to similar topics.

Teaching Rationale And Relationship

1. Teaching in the language seminars will focus on communication skills. Grammar will be taught systematically to enable students to produce and manipulate the foreign language. Use of the target language will be made as much as possible to develop listening skills. All four skills: listening, reading, writing and speaking are fully integrated in the language seminars and associated work and preparation, and will be tested equally.

2. Independent learning and learner autonomy are further developed through online guided tasks, pair and group work, assessment preparation and completion, and self-study at home, via the University’s Virtual Learning Environment (VLE) and in the Language Resource Centre. Particular initiative is expected from students, e.g. course participants will be asked to contribute their own materials to the classes and activities.

Assessment Rationale And Relationship

The portfolio will help students assess their progress and identify their strengths and areas for improvement. It will test student’s ability to communicate effectively, identify relevant information and produce a structured text in the target language.

General Notes

N/A