How Do Koreans Improve Their English Proficiency?
211M038 Y. O.
The purpose of this study is to examine how Koreans improve their English proficiency. These days, Koreans are said to be very enthusiastic about learning English and they have improved their English proficiency over the last several years. On the other hand, in Japan, it is said that many Japanese cannot use English well in spite of the fact that they study English for about 10 years at school. In particular, they seem to be poor at speaking English. As Japan is a country depending on the import and export, Japanese need to acquire English speaking ability. In terms of linguistics Korean and Japanese have similar vocabulary and word orders. Moreover, Koreans and Japanese do not use the English alphabet in everyday affairs. Accordingly, in order to improve Japanese people’s English proficiency, it must be worthwhile examining how Koreans learn English.
I used many theses and surveys for this study. Consequently, in this paper, there are many quotations from which I have learned a great deal. In addition, I visited Korea in February 2012 and talked with some Korean university students about learning English. Furthermore, I carried out a questionnaire on learning English for seven Korean university students in May 2012. I also mentioned my visit to Korea and the questionnaire results as references.
In Chapter 1, first, I showed Koreans’ actual English ability. In fact, Koreans improved their English ability in the TOEFL test and GTEC (Global Test of English Communication) for STUDENTS. In the latter test, Korean high school students who had learnt English classes in elementary school improved their English proficiency considerably. Secondly, I discussed the reasons why Koreans study English so hard. Learning English in Korea strongly relates to the politics and economy of Korea, the university entrance examination and job hunting. Finally, I examined the actual condition of learning English of Korean university students. Many Korean university students seem to keep studying English autonomously.
In Chapter 2, I mentioned English education in Korea. I examined not only the National Curriculum and school education in Korea but also in-service teacher training there. Judging from successive curricula in Korea, politics and economy also have a close relation to English education. The 7th National Curriculum, which is the present curriculum, still has been revised depending on circumstances. English education in Korea puts emphasis on spoken language. English became a compulsory subject from the 3rd grade to the 6th grade in elementary school in 1997. English textbooks used in Korea seem to be effective in improving listening and speaking ability. In addition, as to English teachers in Korea, the Korean government provides English teachers with effective training such as studying abroad for about six months.
In Chapter 3, I looked into the means to learn English outside school in Korea. The number of Koreans who study abroad in their early ages is increasing even now. Here, I examined studying abroad, the English Village, English hands-on learning centers and the use of ICT and TV programs. In order to reduce educational, regional and economic disparities, the Korean government provides people with opportunities to study English at a low price. These must be one of the factors which improve Koreans’ English proficiency to some extent.
In Chapter 4, I suggested what Japanese can learn from learning English in Korea. I put emphasis on English education and motivation to learn English. English education and in-service teacher training in Japan must be reformed. It is necessary to increase English classes in elementary school and to give more effective training to English teachers. In addition, Japanese should recognize the importance of English more and more. Society and school education in Japan has to be working in close cooperation with one another to improve Japanese people’s English ability.