(This another opinion piece in The Korea Times in response for this article.)
Jon Huer's April 25 article, "Why Is English So Difficult for Koreans to Master?", is frankly quite disturbing, not because of his bleak outlook for English education in Korea, but because most of his assumptions rest on stereotypes and outright falsifications.
Let me briefly point out some of his errors and then offer my own suggestions as to why the English language has not thrived in Korea.
Huer has exaggerated the role that Korean honorifics and Korean culture play as inhibitors in learning English. While English doesn't use honorific verb endings, it is quite sophisticated in regard to showing respect in the appropriate situations.
It is not consistent in all social situations as Huer has suggested. For instance, a waiter in a nice restaurant might choose to ask, "Would you care for an appetizer, sir?" rather than, "What do you want?"
Much more troubling is that Huer is treating Western culture and Korean culture as mutually exclusive in that a child who learns some English is losing a part of his/her Koreanness as a result.
Huer's paradigm insinuates that in order to speak English properly, a Korean person must think individualistically and suppress Korean attributes such as communal belonging or filial piety. This is a dangerous oversimplification of the complex processes of language acquisition and self-identity development.
Huer also states that there is little difference between spoken English and written English. This is just not true. Consider the differences between a legal document in English and an English conversation on the bus between two close friends.
There is a world of difference, not only in the vocabulary and phraseology, but also in simple grammar choices. A good example is the use of coordinating conjunctions like "and", "or" and "but". These are used as initial words in conversations, but rarely in writing.
While this makes English writing a difficult skill to pick up, Huer's assertion that Koreans are accustomed to having a large difference between spoken Korean and written Korean, and are thus resistant to learning a language that has few differences between its spoken and written forms, is highly dubious.
Finally, Huer strikes a number of condescending notes in his article, particularly in his conclusion where he in essence mocks Korea's effort to learn English as hopeless.
He seems to believe that Korean culture is static and inflexible, and that the Korean language itself is inferior to English because it is derived from a people that prioritize emotional outbursts above logical thinking.
Huer's article has crossed the line between cultural interpretation and cultural imperialism.
Yes, Korea has generally done poorly in terms of English acquisition in the past, and yes, there are a myriad of reasons for this ― financial expenditure not being one of them.
Huer was much closer to the mark in a previous article in which he suggested that Korean children were not performing well in English because they did not see the value in it. There is a lot of truth to this.
Value is a relative term. For example, in the Netherlands and Scandinavia, TV stations that broadcast cartoons often don't have the ability to dub them into the local language, instead leaving them in English and adding subtitles.
Young children who love watching cartoons every day are well motivated to learn a lot of words and phrases. The value in language acquisition is not in preparing themselves for a future career in international business, but rather in understanding what Shrek and his donkey are talking about.
In a more sobering example, many poor kids in Southeast Asia who sell souvenirs and cold drinks to the seasonal hordes of backpackers tend to have great English for their age, albeit a very specialized English. Their motivation comes from the circumstances into which they were born.
The point is that those individuals, Korean or otherwise, who are well motivated and find sufficient value in learning another language, will do so.
There are substantial differences between the Korean and English languages, as well as between the Korean and Western cultures, but none so severe as to allow Huer to claim that the possibility of Koreans developing world-class English would be as unlikely as a rose blooming in a trash can.
Korea has had a compressed modernity in which it has consistently demonstrated its capacity for rapid change and successful adaptation.
The country is becoming increasingly interconnected with the rest of the world, and as a result, the number of ways in which regular Koreans are finding themselves motivated to learn English is also increasing. Huer might want to be more patient before passing judgment.
Andrew Calhoun is a doctoral student at the Graduate School for International Studies at Yonsei University in Seoul. He can be reached at redliondrew@yahoo.ca.
Source
Jon Huer's April 25 article, "Why Is English So Difficult for Koreans to Master?", is frankly quite disturbing, not because of his bleak outlook for English education in Korea, but because most of his assumptions rest on stereotypes and outright falsifications.
Let me briefly point out some of his errors and then offer my own suggestions as to why the English language has not thrived in Korea.
Huer has exaggerated the role that Korean honorifics and Korean culture play as inhibitors in learning English. While English doesn't use honorific verb endings, it is quite sophisticated in regard to showing respect in the appropriate situations.
It is not consistent in all social situations as Huer has suggested. For instance, a waiter in a nice restaurant might choose to ask, "Would you care for an appetizer, sir?" rather than, "What do you want?"
Much more troubling is that Huer is treating Western culture and Korean culture as mutually exclusive in that a child who learns some English is losing a part of his/her Koreanness as a result.
Huer's paradigm insinuates that in order to speak English properly, a Korean person must think individualistically and suppress Korean attributes such as communal belonging or filial piety. This is a dangerous oversimplification of the complex processes of language acquisition and self-identity development.
Huer also states that there is little difference between spoken English and written English. This is just not true. Consider the differences between a legal document in English and an English conversation on the bus between two close friends.
There is a world of difference, not only in the vocabulary and phraseology, but also in simple grammar choices. A good example is the use of coordinating conjunctions like "and", "or" and "but". These are used as initial words in conversations, but rarely in writing.
While this makes English writing a difficult skill to pick up, Huer's assertion that Koreans are accustomed to having a large difference between spoken Korean and written Korean, and are thus resistant to learning a language that has few differences between its spoken and written forms, is highly dubious.
Finally, Huer strikes a number of condescending notes in his article, particularly in his conclusion where he in essence mocks Korea's effort to learn English as hopeless.
He seems to believe that Korean culture is static and inflexible, and that the Korean language itself is inferior to English because it is derived from a people that prioritize emotional outbursts above logical thinking.
Huer's article has crossed the line between cultural interpretation and cultural imperialism.
Yes, Korea has generally done poorly in terms of English acquisition in the past, and yes, there are a myriad of reasons for this ― financial expenditure not being one of them.
Huer was much closer to the mark in a previous article in which he suggested that Korean children were not performing well in English because they did not see the value in it. There is a lot of truth to this.
Value is a relative term. For example, in the Netherlands and Scandinavia, TV stations that broadcast cartoons often don't have the ability to dub them into the local language, instead leaving them in English and adding subtitles.
Young children who love watching cartoons every day are well motivated to learn a lot of words and phrases. The value in language acquisition is not in preparing themselves for a future career in international business, but rather in understanding what Shrek and his donkey are talking about.
In a more sobering example, many poor kids in Southeast Asia who sell souvenirs and cold drinks to the seasonal hordes of backpackers tend to have great English for their age, albeit a very specialized English. Their motivation comes from the circumstances into which they were born.
The point is that those individuals, Korean or otherwise, who are well motivated and find sufficient value in learning another language, will do so.
There are substantial differences between the Korean and English languages, as well as between the Korean and Western cultures, but none so severe as to allow Huer to claim that the possibility of Koreans developing world-class English would be as unlikely as a rose blooming in a trash can.
Korea has had a compressed modernity in which it has consistently demonstrated its capacity for rapid change and successful adaptation.
The country is becoming increasingly interconnected with the rest of the world, and as a result, the number of ways in which regular Koreans are finding themselves motivated to learn English is also increasing. Huer might want to be more patient before passing judgment.
Andrew Calhoun is a doctoral student at the Graduate School for International Studies at Yonsei University in Seoul. He can be reached at redliondrew@yahoo.ca.
Source
no subject
Date: 2009-05-07 12:05 pm (UTC)no subject
Date: 2009-05-07 12:32 pm (UTC)Dude I want that job then.
no subject
Date: 2009-05-07 01:22 pm (UTC)no subject
Date: 2009-05-07 09:34 pm (UTC)no subject
Date: 2009-05-07 02:14 pm (UTC)no subject
Date: 2009-05-07 03:26 pm (UTC)no subject
Date: 2009-05-07 09:38 pm (UTC)Jon Huer's own "Greatest" List:
This is the list of my favorites in art, philosophy, and social commentary. The criteria? They edify.
The greatest single book: THE BIBLE by God.
http://sensei.ad.umuc.edu/jhuer/
no subject
Date: 2009-05-07 11:28 pm (UTC)no subject
Date: 2009-05-07 12:29 pm (UTC)Although I do think that the reason that students in Korea and Japan don't speak English well is because of the teaching system. Language really isn't something you can just learn by heart, it's something that requires to go beyond in a way...
no subject
Date: 2009-05-07 01:28 pm (UTC)no subject
Date: 2009-05-07 10:01 pm (UTC)HAHHAHHAHA LOL!
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Date: 2009-05-07 02:14 pm (UTC)no subject
Date: 2009-05-08 09:10 am (UTC)no subject
Date: 2009-05-07 02:15 pm (UTC)no subject
Date: 2009-05-07 02:16 pm (UTC)no subject
Date: 2009-05-07 02:42 pm (UTC)no subject
Date: 2009-05-07 06:00 pm (UTC)no subject
Date: 2009-05-07 07:12 pm (UTC)no subject
Date: 2009-05-07 10:03 pm (UTC)After watching 25 episodes of BOF I now know whether they're speaking formally or casually 8D And a few phrases too.
no subject
Date: 2009-05-08 08:55 pm (UTC)no subject
Date: 2009-05-07 10:05 pm (UTC)Preach it sister.
no subject
Date: 2009-05-08 08:56 pm (UTC)no subject
Date: 2009-05-08 09:10 am (UTC)no subject
Date: 2009-05-08 08:56 pm (UTC)no subject
Date: 2009-05-08 04:55 pm (UTC)