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Identifying a Paremiological Minimum in English and Korean: A Task-based methodology that uses proverbs for teaching culture in the Korean EFL classroom. by Mallory Leece Submitted for the degree of Doctor of Philosophy Department of English Faculty of Arts and Human Studies University of Surrey July 2009 Abstract By the time Korean students graduate from high school, most of them will have received 10 years of English instruction, but still be unable to speak English with any degree of fluency. It is argued in this thesis that this is mainly due to the fdilure by the teachers and students themselves to recognize how Korean culture and character affect the way they learn English communication. This thesistests two hypotheses:that commonly usedEnglish and Korean proverbs are useful and effective tools in the teaching of culture in the Korean EFL class; and that a task-basedpedagogical approach to EFL teachingin Koreaparticularly suits the Koreancharacter, and contributesto bettercommunicative competence. The aim of this research, therefore, is to first establish an English and Korean paremiological minimum based on the examination of a large English and Korean corpus, and to introduce a task-based teaching methodology that uses these proverbs to teach English culture in a Korean tertiary ELF communication class. The English and Korean parerniological minimums were decided by the frequency of the appearanceof proverbs in two large corpuses. And the effectiveness of using them as the main material in the/an EFL class was determined by classroom observation of 20 Korean students majoring in English at a Korean university. My conclusion is that using proverbs as catalysts for discussion is effective, and that when Korean students are encouraged, through task-based exercises, to take responsibility for their own learning, then there is a significant improvement in their performance. Acknowledgments Although the title page of this thesis only names one author, there are many people from both my professional and personal lives who have made this thesis possible. I would like to expressmy sincerestthanks to them all. Especially to my supervisors Dr. Rosina Marquez-Reiter, Professor Greville Corbett, and Professor JonathanCharteris Black. Without their support, patience, constructive criticism, and detailed comments of all my work, this thesis would not have been possible. I would also like thank my colleague Dr. Elizabeth Colford for her support, encouragement,and advice about style. Thank you, all. Last but not least I would like to thank my family. I would especially like to thank my wife Kyung-hee who encouragedme to continue studying at this late stage of my life, and also my four daughters Sarah, Amanda, Christina, and Serenawho acceptedwithout complaining that I was always busy. Contents Title: Identifying a Paremiological Minimum in English and Korean: A Task-based methodology that uses proverbs for teaching culture in the Korean EFL classroom. CHAPTER 1 INTRODUCTION 1 ................................................................................ Introduction I .............................................................................................................. 1.1 Why my research is about developing a task-based methodology that uses proverbs as material to teach culture in an intermediate communication class at a institution in Korea 1 tertiary . ..................................................................................... 1.2 Research 5 aims ..................................................................................................... 1.3 Culture foreign language 6 and acquisition ........................................................... 1.4 A Task-based 10 pedagogical approach ................................................................ 1.5 Establishing 12 a parerniological minimum .......................................................... 1.6 Using to decide the 14 a corpus parerniological minimum ................................... 1.7 The 15 origin of proverbs ................................................................................... ;.. 1.8 The this 17 context of study .................................................................................. 1.8.1 The linguistic The Korean language 17 context: and writing system . ....... 1.8.2 The 19 general educational context ............................................................ 1.8.3 The EFL 23 educational context ................................................................. 1.8.4 The institutional 24 geographical and context ............................................ 1.9 The the thesis 25 overall structure of ..................................................................... 2 Previous Research CHAPTER ..............................................................................28 Introduction 28 ............................................................................................................ 2.1 A Summary EFL Pedagogies 28 of ....................................................................... 2.2. Task-basedLeaming 30 ........................................................................................ 2.2.1 Evaluating Task-basedLearning 33 ........................................................... 2.2.2 Method Synergistics Task-basedTeaching 35 ........................................... 2.3 Motivation Task-BasedLearning 37 and .............................................................. 2.3.1 Motivation in Language Acquisition 37 ..................................................... 2.3.2 The the Korean I teach 39 motivation of students ...................................... 2.3.3 Increasing 40 classroom motivation ........................................................... 2.4 Rationale for Task-basedteaching in the Korean EFL Classroom 41 .................. CHAPTER 3 Current Research English Korean Proverbs 43 on and ........................ Introduction 43 ............................................................................................................ 3.1 The 44 origin of proverbs ...................................................................................... 3.2 Defining the Formal 47 proverb - characteristics of a proverb ............................. 3.3 Dictionary definitions the English 49 of proverb - ............................................... 3.4 Dictionary definitions the Korean 50 of proverb - ............................................... 3.5 A linguistically founded proverb definition basedon Norrick's Feature Matrix ................................................................................................................................50 iv 3.6 Function 54 of proverbs ......................................................................................... 3.7 The interpret 56 ability to recognize and proverbs ................................................ 3.8 My definition the 58 of proverb ............................................................................ 4 Culture 59 CHAPTER in Language Teaching ............................................................ I t d ti 59 n ro uc on ............................................................................................................ 4.1 Culture defined 59 ................................................................................................. 4.2 Culture language 62 and ........................................................................................ 4.3 Teaching in L2/FL 64 culture education ............................................................... 4.3 What does 65 .1 teaching culture mean?........................................................ 4.3.2 Becoming 67 a culturally aware teacher..................................................... 4.4 Using introduce 71 of proverbs to positive culture ............................................... CHAPTER 5 Research Process and Practices in identifying the English and Korean Parerniological Minimums 78 ............................................................................. Introduction 78 ............................................................................................................ 5.1 Summary 78 of researchmethods ......................................................................... in 79 5.1.1 Introducing the Korean corpus used this thesis................................. 5.1.2 Introducing in 81 the English corpus used this thesis ................................ 5.2 Data Sources:Selecting the initial proverb list of 351 English and 301 Korean 82 proverbs .................................................................................................................. 5.3 Determining form 84 proverbial ............................................................................ 5.3.1 Other form 87 considerationsconcerning proverbial ................................. 5.4 Introducing Parerniological Minimums 89 the English and Korean . .................... 5.5 Issuesin translating from Korean 91 the ............................................................... 5.6 Transcribing Hangeul into English 92 ................................................................... 5.7 Conclusion to this 93 chapter ................................................................................ CHAPTER 6 The Proverbs 95 Paremiological Minimums of English and Korean .... Introduction 95 ...........................................................................................................

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