• Cross-Cultural Studies
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• v.51
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• pp.103-131
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• 2018

This study examines motivations for international students to study abroad at Korean universities. Employing qualitative and mixed methods, this study used grounded theory to analyse data obtained from student interviews, essays, digital storytelling videos, and student video representations to explicate the nature of study of six subjects. All subjects were enrolled in English Education courses during years 2014-2017. The researcher was the course instructor. Results from this study revealed that major codes that emerged from data analyses were those of economics, culture, language study, and personal development, corroborating with findings of most research literature regarding international students' motivations (OUSO, 2015). However, survey of professional literature and study data showed that motivational codes presented in the literature and this study, were discursive in nature in that each code was not only connected to all other codes, but also mutually co-constructive. As such, this study suggests that motivational codes found in study abroad literature were discursive in nature, resembling Bourdieu's (1991) theory of economic, social, and cultural capitals. Results of this study suggest that various motivations for studying abroad are subsumed under economic logic of expense and career development.

• Journal of English Language & Literature
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• v.55 no.2
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• pp.215-240
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• 2009

This paper focuses on how Younghill Kang internalizes whiteness ideology through interracial romance to build himself as an oriental Yankee and recover his masculinity in his autobiographical novel East Goes West. This paper also focuses on Kang's strategy of racial and cultural hybridity presented in this novel. The theoretical basis of my argument is a mixture of Fanon's psychoanalysis in his Black Skin, White Masks, Bhabha's notion of mimicry in The Location of Culture, and notions related to race and gender of some Asian critics such as Patricia Chu, Jinqi Ling, and Lisa Lowe. In East Goes West, white women appear as "ladder of success" of successful assimilation and serve as cultural mediators and instructors and sometimes adversaries who Korean male immigrants have to win to establish identities in which Americanness, ethnicity, and masculinity are integrated. However, three Korean men, Chungpa Han, To Wan Kim, George Jum, who fall in love with white women fail to win their beloveds in marriage. George Jum fails to sustain a white dancer, Jun' interest. Kim wins the affection of Helen Hancock, a New England lady, but Kim commits suicide when he knows Helen killed herself because her family doesn't approve their relationship. Han's love for Trip remains vague, but Kang implies Han will continue his quest for "the spiritual home" as the name of "Trip." In East Goes West, Kang also attempts to challenge the imagining of a pure, monolithic, and naturalized white dominant U.S. Culture by exploring the cultural and racial hybridity shown by June and the various scenes of Halem in the 1920s. June who works for a Harlem cabaret is a white woman but she wears dark makeup. Kang questions the white face of America's self-understanding and racial constitution of a unified white American culture through June's racial masquerade. Kang shows that like Asian and black Americans, the white American also has an ambivalent racial identity through June's black mimicry and there is no natural and unchanging essence behind one's gender and race identity constitution.

• Journal of English Language & Literature
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• v.56 no.2
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• pp.277-299
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• 2010

This study explores Witi Ihimaera's The Whale Rider (1987) from ecological and postcolonial perspectives. Ihimaera is one of the prominent Maori writers who have critically voiced their concerns about the fragmentation of Maori tradition and the alienation of an environmentally friendly culture in New Zealand. Throughout the novel The Whale Rider, with his mythic imagination and cultural sensitivity, Ihimaera raises ecological awareness in terms of environmental justice and promotes critical consciousness regarding sociocultural and histo-political realities of the Maori people as alienated others in their ancestors' land. Revolving around the developmental process of a young Maori girl named after a mythical Maori ancestor Kahutia Te Rangi also known as the Whale Rider to inherit the Maori leadership, the novel describes the historical, cultural, emotional landscape of the Maori community in the white-centered society of New Zealand. In particular, this paper analyzes the leaving and homing process of narrator Rawiri which is deeply embedded in Maori myth and philosophy toward an eco-friendly culture and postcolonial reality. Indeed, Ihimaera skillfully juxtaposes young man Rawiri's experience outside the Maori community and young girl Kahu's life at the Maori home. In the end, while Kahu achieves her destiny in a mythical way to foster a new vision of harmonious co-existence that is rooted in Maori heritage and compatible with Western culture, Rawiri comes to understand the interrelatedness of all existence and embraces both the rational knowledge of scientific empiricism and the traditional knowledge of spiritual experiences. The novel The Whale Rider was also turned into a film by New Zealand's most influential female film director Niki Caro in 2002, and the film Whale Rider received international acclaim.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.111-117
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• 2023

The aim of this study is to present a practical teaching plan for liberal arts English classes that target foreign students. Foreign learners who do not have Korean language proficiency at the university level may struggle to understand the contents of liberal arts classes conducted by Korean language professors. In this study, six topics were selected (K-culture, Online game, Harry Potter, Disney, Marvel, DC) and topic-centered participatory class activities using various media were developed. A questionnaire was conducted to analyze learners' attitudes toward and perceptions regarding topic-oriented classes. It showed that learners' satisfaction with topic-based classes was high (75%), and the reasons for this high level of satisfaction were the instructors' caring attitudes, the comfortable class atmosphere, and the fun learners had in class. Learners also reported high satisfaction with various participatory class activities (81.9%), citing the learning benefits, their increased interest and motivation, and the efficiency of participatory classes. As globalization continues to increase the number of foreign students in South Korea, the need to develop realistic class plans and various class activities that are suitable for them is becoming more and more urgent.

• Korean Journal of Social Welfare
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• v.65 no.2
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• pp.155-177
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• 2013

The aim of this study was to explore and understand the communication experiences of the deaf, from their perspective. This study obtained informations through in-depth interviews with five people with deafness using sign language. The collected data was analyzed according to Giorgi's phenomenological qualitative methods. The following main themes were extracted from the practical experiences of the participants interviewed: 'being confined in the world without sound by themselves', 'learning and comprehending how to communicate', and 'looking for identity as a membership of the deaf community'. Sign language was a tool and mediator so that they could come out of their comfort zone, communicate with people, and connect to others in the deaf community. However, on the other hand, sign language had a contradictory role that restricted their activities to the deaf societies that could understand each other using sign language. As a result of this study, we can be cognizant of how much not hearing and speaking(hearing disability) is a difficulty for human beings. The implication of this study's results on policy making and actual practices are discussed focusing on the rights and well-being of the deaf.

• The Journal of the Korea Contents Association
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• v.15 no.3
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• pp.458-466
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• 2015

This article aims at examining Japanese recognition of Korea through analyzing the Japanese language textbooks of Japan, in order to find how Japanese people perceived Korea in the first half of the 20th century. I explored descriptions related to Korea in the Japanese language textbooks published in the 1st curriculum (1904) to the 5th curriculum (1945). In this period, the Japanese language textbooks were serving in allowing Korea to be associated Queen Jin Goo and Toyotomi Hideyoshi, Korean custom and Korean landscape of Seoul and rural area. They designated Korea was a small and weak country through the stories of Queen Jin Goo and Toyotomi Hideyoshi. Although they introduced Korean floor heating system, Korean costume, and Korean ritual, they reinforced Korea was a backward country through representing undeveloped transportation facilities and unsanitary living conditions. They characterized the coloniality of Korea through portraying modern buildings created by Japan on Seoul streets. Furthermore, they induced assimilation of Japan and Korea through the story of Korean rural areas.

• Journal of English Language & Literature
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• v.57 no.2
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• pp.217-235
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• 2011

On recognizing the significance of Walter Benjamin's "The Task of a Translator" in recent discourses of postcolonial cultural translation, this essay examines the creative postcolonialist appropriations of Benjamin's theory of translation and their political implications. In an effort to dismantle the imperialist political hierarchy between the West and the non-West, modernity and its "primitive" others, which has been the operative premise of the traditional translation studies and anthropology, newly emergent discourses of cultural translation actively adopts Benjamin's notion of translation that does not prioritize the original text's claim on authenticity. Benjamin theorizes each text-translation as well as the original-as an incomplete representation of the pure language. Eschewing formalistic views propounded by deconstructionist critics like Paul de Man, who tend to regard Benjamin's notion of the untranslatable purely in terms of the failure inherent in the language system per se, such postcolonialist critics as Tejaswini Niranjana, Rey Chow, and Homi Bhabha, each in his/her unique way, recuperate the significatory potential of historicity embedded in Benjamin's text. Their further appropriation of the concept of the "untranslatable" depends on a radically political turn that, instead of focusing on the failure of translation, salvages historical as well as cultural potentiality that lies between disparate cultural entities, signifying differences, or disjunctures, that do not easily render themselves to existing systems of representation. It may therefore be concluded that postcolonial discourses on cultural translation of Niranhana, Chow, and Bhabha, inspired by Benjamin, each translate the latter's theory into highly politicized understandings of translation, and this leads to an extensive rethinking of the act of translation itself to include all forms of cultural exchange and communicative activities between cultures. The disjunctures between these discourses and Benjamin's text, in that sense, enable them to form a sort of theoretical constellation, which aspires to an impossible yet necessary utopian ideal of critical thinking.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.75-82
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• 2022

Analyzing the psychological and pedagogical literature, we found the researchers' interest in the problem posed. The concept of "culture of professional communication» is considered, which is interpreted as the level of realization of creative abilities, exchange of messages, organization of mutual understanding, mutual knowledge in the process of professionally directed interaction between subjects, in which interpersonal relationships arise, manifest and form. The concept of "professional culture of communication of a teacher" is interpreted. The motives that are socially significant in the professional communication of the teacher are highlighted. The necessity of forming a culture of professional communication among students, in particular by means of information technologies in the present, is clarified. The interactive component of professional communication is considered. The types of interactions between people in everyday life (ritual and entertainment interaction, joint purposeful activity, no interaction, game and interpersonal interaction) are identified. Traditional and specific forms and methods of teaching are written out. All interactive technologies carried out by means of information technologies are conventionally divided into four groups, depending on the form of educational activity appropriate for their use (pair (work of the subject with the teacher or peers one on one by means of Information Technologies); frontal (the teacher simultaneously teaches a group of subjects by means of Information Technologies); group or cooperative (all subjects teach each other by means of Information Technologies); individual (independent work of the subject using Information Technologies)). In the higher education institution, future specialists should learn knowledge, acquire skills on the basic rules of the culture of professional communication and methods of interaction and their effective use, which is possible with the use of Information Technologies. Recommendations for optimal professional communication have been developed that help you express your thoughts easily and beautifully, and conduct a dialogue in a relaxed and harmonious way.

• Lingua Humanitatis
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• v.7
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• pp.291-309
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• 2005

It hasn't been long time since English language was introduced in Korea. At the end of the 18th century the importance of the way of using English properly started to be recognized as Chosun (former country in Korean peninsula) began to conclude a treaty with foreign countries. A lot of Koreans could learn the western culture by the acquired knowledge of English. One of the main factors opening the secluded nation to the world was the member of missionary from outside of Korea. As the number of missionaries increased those who already came to Korea found the necessity of wiring a sort of guidebook of Korean language for the newly dispatched missionaries. The book $\ulcorner$Korean English Grammar$\lrcorner$(written by Horace Grant Underwood in 1890), was the first one that linguistically compared the part of speech and the clausal structures of Korean and English. The revised one of the same book was written by the son, Horace Horton Underwood, in 1914. The revised one newly included the phonetic aspect of Korean language. In this paper the phonetic part of the book will be considered carefully in order to find how recent phonetic methodology has been applied to account for the Korean phonetic features.

• Child Studies in Asia-Pacific Contexts
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• v.2 no.2
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• pp.91-107
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• 2012

This study aimed to understand communicative and socialization practices of immigrant bilingual families in everyday learning situations by examining interactions between parents and children in the United States. Drawn on language socialization theory and socio-cultural factors influencing immigrants, this study explored how three Korean American mothers struggled as they helped their children with homework by interviewing the mothers and observing mother-child interaction during homework time. The study paid attention to the emotional values of immigrant parents that they tried to teach their children who are members in two distinctive communities, such as Korean American and mainstream American. The findings showed that parental socialization practices had effects on children's emotional and social competence and at the same time the socialization process was bidirectional. Mothers started with Korean values, but they faced challenges with the English language, different demands for American homework, and children's rejection of their attempts. Mothers needed to change their strategy and borrow American ways of keeping emotional distance from their children by acknowledging their independence. Their struggles are discussed with attention to their language choice and culture.