Korean 3 emphasises practical language skills to further develop students' abilities to communicate in Korean in a wide range of daily situations. Competency in everyday spoken language is stressed, with lessons on formal and informal interaction with peers, and developing a vocabulary to navigate academic life. Students will be able to learn grammatical points and constructions that allow them to conduct appropriate forms of written and oral communication in frequently occurring situations: family life, communicating with teachers, telephone conversations, and navigating peer group communication. Studying in this course will also allow students to learn about the important role that cultural events like celebrations, milestones and festivals play in Korean life.   

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Use a vocabulary that allows comprehension of texts on such themes as family relationships, cultural events and wider society.
2. Demonstrate an understanding of grammatical points and constructions to conduct appropriate forms of written and oral communication in frequently occurring situations: family life, communicating with teachers, telephone conversations, and navigating peer group communication.
3. Communicate in speaking and writing on such everyday situations as formal and informal interactions with peers, telephone conversations, academic life, and discussions of their own lives and interests.
4. Demonstrate an understanding of cultural communication practices in interpersonal relationships in university, social life and family.

Examination Material or equipment

Final exam will be a Wattle-based online test under the instructor's supervision. You will need to prepare:

• Personal desktop or laptop with a webcam and a keyboard (no mobiles or tablets)
• Microphone or headset
• Blank papers and writing supplies (optional)

Required Resources

Integrated Korean: Beginning 2 textbook (2019)

• Author: Young-Mee Cho, Hyo Sang Lee et al.
• Publisher: University of Hawaii Press
• Edition: Third Revised
• ISBN10: 0824883314

Integrated Korean: Beginning 2 workbook (2019)

• Author: Mee-Jeong Park, Joowon Suh et al.
• Publisher: University of Hawaii Press
• Edition: Third Revised
• ISBN10 0824883365

Recommended Resources

1.     For pronunciation, vocabulary, grammar, sentence structure, and more

a.      Naver English Korean Dictionary App: 

Korean Dictionary for foreigners, Today’s Korean Conversation, and etc. 

Android (https://play.google.com/store/apps/details?id=com.nhn.android.naverdic&hl=en_AU&gl=US)

iOS (https://apps.apple.com/us/app/naver-korean-dictionary/id673085116)

b.     Talk To Me In Korean (TTMIK)

Website: https://talktomeinkorean.com/

Youtube Chanel: https://www.youtube.com/user/talktomeinkorean

2.     Korean typing practice:

https://www.fluentu.com/blog/korean/korean-typing-practice/

3.     Watch Korean TV programs for free 

a.      SBS VOD 

Apps for both Apple and android available

b.      VIKI Rakuten TV

         Stream Korean Dramas and TV Shows with English subtitles for free (https://www.viki.com/)

         Apps for both Apple and android available 

c.     Netflix & Language Learning with Netflix (extension)

Some Korean shows/Dramas even allow you to switch between English and Korean subtitles

https://chrome.google.com/webstore/detail/language-learning-with-ne/hoombieeljmmljlkjmnheibnpciblicm?hl=en

4.      Listen to Korean news and radio programs in English (http://world.kbs.co.kr/service/index.htm?lang=e)

5.     EBS Bandi App: Learn Korean in English (https://vimeo.com/271828272)

Staff Feedback

Students will be given feedback in the following forms in this course:

• Written comments
• Verbal comments
• Feedback to the whole class, to groups, to individuals, focus groups

Students are required to act on comments and feedback received both in class and on written work.

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Orientation Lesson 9 ?? Birthday Vocabulary & Conversation 1	Tutorial group registration N ??/? vs N ??? The noun-modifying form [Adj -(?)?] + N
2	Lesson 9 ?? Birthday Conversation 2 Narration, Culture & Usage	Honorific expressions The subject honorific -(?)? The clausal connective -??
3	Canberra Day (8 March): No class (Self-study) Lesson 10 ????? At a Professor's Office Conversation 1	The clausal connective -(?)?/?? Expressing desire: -? ?? <-review the="" sentence="" ending="" -(?)?/???="" pilot="" study="" 1/4="" form="" a="" group="" video="" project="" group="" submission:="" short="" essay="" l9="" (friday="" 12="">
4	Lesson 10 ????? At a Professor's Office Conversation 2 Narration, Culture & Usage	-??/?? (cause) <-review the="" noun-modifying="" form="" [verb="" -?]="" +="" n="" select="" a="" book="" for="" your="" audio="" book="" project.="" submission:="" group="" project="" proposal="" (friday="" 19="">
5	Lesson 11 ??? ?? Living in a Dormitory Vocabulary & Conversation 1	The progressive form -? ?? Intentional -(?)??? Pilot study 2/4 Submission: Short essay L10 (Friday 26 March)
6	Lesson 11 ??? ?? Living in a Dormitory Conversation 2 Narration, Culture & Usage Good Friday (2 April)	N (?)? vs. N ?? Asking someone’s opinion: -(?)???? Submission: Audiobook project (Friday 9 April)
7	Lesson 12 ?? Family Vocabulary & Conversation 1	The clausal connective -??/?? (sequential) Conjectural -?- Pilot study 3/4 Submission: Short essay L11 (Friday 23 April)
8	ANZAC Day (26 April) No class (Self-study) Lesson 12 ?? Family Conversation 2 Narration, Culture & Usage	The sentence ending -?? Irregular predicates with /?/ The noun-modifying form [Verb (?)?] + N (past) Submission: Group video project script (Friday 30 April)
9	Audiobook Listening & Comprehension Script reading practice sessions	Pilot study 4/4 Submission: Short essay L12 (Friday 7 May)
10	Lesson 13 ?? On the Telephone Vocabulary & Conversation 1 Group video project script rehearsal	The benefactive expression -?/? ?? Expressing obligation or necessity -?/?? ?? The sentence ending -(?)??? Sign up for oral exam schedule.
11	Lesson 13 ?? On the Telephone Conversation 2 Narration, Culture & Usage	Noun ??? Intentional -?- Submission: Group Video Project (Saturday 22 May)
12	Wrap-up and review sessions Oral exam practice sessions Final Video Project Screening & Awards	Peer assessment on group video project Final oral exam (Thursday 27 May) Submission: Portfolio (revised versions of your essay scripts)

Tutorial Registration

Tutorial registration will be available in Week 1 via Wattle.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Participation in lectures and tutorials (10%)	10 %	28/05/2021	*	1,2,3,4
THREE compositions (30%)	30 %	28/05/2021	*	1,2
FIVE group speaking assignments (15%)	15 %	28/05/2021	*	1,2,3,4
Mid-semester assignment: Audiobook project (10%)	10 %	09/04/2021	21/05/2021	1,2,3,4
Group video project (15%)	15 %	22/05/2021	*	1,2,3,4
Final exam: Oral interview & written test (20%)	20 %	27/05/2021	*	1,2

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

See Assessment Task 1 above.

Examination(s)

See Assessment Task 6 above.

Assessment Task 1

Participation in lectures and tutorials (10%)

Classroom participation is crucial for enhancing proficiency in a foreign language. Therefore, students are strongly encouraged to attend all sessions and make the best opportunity to practice Korean. You are expected to be prepared to participate in every lecture and tutorial session and to communicate in Korean with their peers and the instructor as much as possible. Absence, arriving late or leaving early (more than 10 minutes) without notification is considered tardy. More than TWO absences from lectures or tutorial session (or FOUR tardiness) are subject to the deduction of points. If you cannot be present in class on time, contact you instructor at least 12 hours in advance to avoid a penalty. You won't be assessed based on the level of language proficiency, so don't be afraid of making mistakes! Class participation in lectures (5%) and tutorial sessions (5%) will be assessed based upon the following criteria:

•  4-5: Active involvement and strong engagement in lectures and tutorial activities (e.g., asking questions, responding to questions, cooperation with peers, speaking exercises and punctuality)
• 2-3: Moderate participation in classes 
• 1: Little participation in classes 
• 0: Missed more than 1/3 of lectures and tutorials 

Assessment Task 2

THREE compositions (30%)

• Purpose: To provide students with an opportunity to tell their own stories on a given topic while practicing vocabulary and grammar patterns learned from each lesson of the textbook. Instead of regular tests after each lesson of the textbook, students can consolidate their learning from each lesson before proceeding to the next lesson.
• What: You will need to take the below three steps. See the "Online Submission" section for submission requirements:

1. Step 1 (24%): Submit a 12-15 sentence-long essay along with an audio recording of your essay (appx. 1-1.5 min). Topics will be given by the instructor in class. Your essay should include a glossary (a list of new expressions), TWO T/F or multiple-choice questions and references (if applicable). THREE essays and audio recordings are due 1 week after the completion of each lesson of the textbook (i.e. Weeks 3, 5, 7 or 9). See the "Online Submission" section for submission requirements.
2. Step 2 (6%): The instructor will post up 2-3 essays of your peers (without their names) and their questions on Wattle after students submit their essay. Read the selected essays and complete the reading comprehension questions. Your mark will be based on completion or incompletion.
3. Step 3 (portfolio; subject to the deduction of 5% if you fail to complete): You will need to submit a revised version of your essays by the end of W12. Full credits (24%) will be granted only to those who submit their portfolio. You are encouraged to revise each essay right after receiving the instructor's feedback.

• Note: All of your written assignments submitted to this course (including but not limited to essays) must be your own GENUINE work. You may ask questions to your Korean family members, friends, language partners or your instructor, but you cannot let others write or proofread your assignments. Please do not let others take away your opportunity to learn and improve your Korean. Extensive assistance from native speakers or online translators may be considered academic misconduct as described in ANU policies. In order to avoid penalties, it is important that students use Korean appropriate to the level of this course. Also, provide a list of any sources used in the completion of your assignments including an online dictionary. Clarify ANY part for which assistance was received from native speakers and underline the relevant section(s) in your glossy.
• Evaluation criteria: 

1. Basic requirements: a title of an essay, length, deadline, glossary and comprehension questions
2. Content: inclusion of a variety of newly learned expressions (vocabulary and grammar patterns), originality and flow  
3. Language usage and speech performance: appropriateness, accuracy and naturalness

Assessment Task 3

FIVE group speaking assignments (15%)

• Purpose: to enhance communicative skills through regular practice sessions of textbook dialogues and creative conversations. Students can consolidate their learning from each lesson before proceeding to the next lesson. 
• What: : Submit a video recording (via Zoom, for example) of a series of skits (4-5 minutes in total) in an interview and/or a dialogue format based on to the conversations from L9 to L13 of the textbook. You will have time to work on the speaking assignments with your group members (3-4 people) in tutorial sessions. Each group is required to arrange a 30-50 minutes meeting to practice and record each speaking assignment. The group assignments are due one week after the completion of each lesson (i.e., Weeks 3, 5, 7, 9 and 12).
• Evaluation criteria:

1. Basic requirements: a title of a skit, names of group members, length, deadline, fair division of work, etc.
2. Content: inclusion of a variety of vocabulary and grammar patterns learned from each lesson, relevance to daily situations, originality and flow   
3. Speech performance: the overall quality of your communicative skills including volume, speed, pronunciation, word choices, accuracy, etc.

Assessment Task 4

Mid-semester assignment: Audiobook project (10%)

• Purpose: To provide students with an opportunity to read and understand story books in Korean. This task will enable students to improve linguistic skills through authentic materials. 
• What: Students will participate in creating a series of audiobooks. The instructor will provide a list of Korean storybooks with audio readings available on YouTube. Choose a 5-minute-long portion of an audiobook that you want to read. You may choose from the list or propose other books of your own interest if you have any. You are welcome to turn in this assignment as a solo or team project (4-5 minutes/person). Each student will submit the below two documents. See the "Online Submission" section for submission requirements.

1. A 5-minute-long screen recording of your own reading of the chosen storybook: Listen to your section of the original storybook and read along aloud many times until you sound fluent like the voice actor/actress. Play the original YouTube storybook on mute and record your screen while you replace the original reading with your own one. Do not expect to complete your practice overnight. Allow enough time to practice your reading.
2.  A short summary of the story followed by a glossary and TWO review questions: Summarise the plot of your story that you read in your own words (5-7 sentences). Your summary must include a list of words and expressions that you learned from reading the portion of your storybook. You can design the review questions to test students’ reading comprehension or to facilitate a group discussion. You are welcome to use one or any combination of the following formats: multiple, choice, short, answer or essay questions.

• Evaluation criteria: include the content of your summary (including your glossary and questions) and the accuracy of your language-use and the overall quality of reading (adequate volume and speed, tone, accent, intonation and pronunciation).

Assessment Task 5

Group video project (15%)

• Purpose: To give students an opportunity to gain their knowledge of Korean culture and present it in class while applying their Korean language skills to a variety of speech contexts. Furthermore, this group project will enable students to learn how to communicate their ideas effectively, delegate roles and responsibilities, learn teamwork, and (potentially) resolve group conflicts. 
• What: Students in a group of 4-5 people will participating in create a 10-12 minutes informative, creative and fun video clip (e.g., podcast, talk-show, skit, parodies of TV dramas or films, or any possible mixed format). Create an extended and natural dialogue rather than a one-way presentation. Students are welcome to use multimedia (photos, sound, maps, charts, graphs, etc.). The instructor will provide a list of topics as a sample. Each group may choose one from the list or propose their own topic. All students must participate in every stage of the video project from writing the script, acting, and preparing for the premier of their work.
• Proposal: Submit your group name, names of the group, role divisions, plot, and timeline in one page.
• Script: Your script should include: i) a working title, a group name and group members; ii) a minimum of 20 color-coded lines for each member of a group to speak; and iii) a glossary and 1 F/T question per person attached to the end of the script. Script may be submitted earlier than the deadline for prompt feedback. Try to use a variety of vocabulary and expressions learned from this course, including various communicative functions: e.g., suggestions, requests, permissions, imperatives, questions, etc. Use natural Korean expressions and make your dialogue as lively as possible. Do not simply copy and paste translated sentences from online. Scripts that rely heavily on translation tools will result in point deductions.
• Evaluation criteria: Your project will be graded based upon the script, originality of the content/plot, language (grammar, vocabulary, pronunciation, typos in a script, etc.), and performance both in the movies and at the showcase of the movies. There will be both group mark (on the overall project) and individual mark (on linguistic performance).

Assessment Task 6

Final exam: Oral interview & written test (20%)

• Purpose: to provide students with an opportunity to review and test what they have learned and practiced throughout the semester. It will assess your vocabulary, grammar, and communicative (speaking, listening, reading and writing) skills.  
• What: The final exam consists of two parts as below. More details about the exam will be announced prior to the tests:

1. Oral exam (W12): 10 minutes interview with the instructor. This interview will test your oral proficiency based on a variety of topics covered in this course, grammar patterns and vocabulary learned from L9 to L13. All students will need to sign up for the oral interview schedule in advance. 
2. Written exam (Final exam period): 1.5 hours written test based on the workbook exercises (L9-L13) and an essay question. The final written exam can be hand-written or typed and be turned in to Wattle.

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

Online submission must meet the following requirements:

1. All written assignments and hand-written or typed exam must be double-spaced in order to provide enough room for any correction or feedback needed. Please write or type in every other line.
2. Convert your documents to a correct file format before submitting them to Wattle. 
3. Typed assignments must be submitted in a MS Word file (.docx).
4. Hand-written essays must be submitted in a PDF file (NO .png, .jpg, or etc.).
5. Audio files can be submitted to Wattle by clicking the microphone icon in the submission section (recommended). You may attach a sound file if you run into technical issues.
6. A video file can be submitted to Wattle by using a file attachment (MAX: 2G). You can also upload your file to an online platform (YouTube, Google Doc, Google Drive, Dropbox, etc.) and submit the URL link if the file size is too big to upload to Wattle.

• Note: The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin, please visit the ANU Online website.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Full credit will be granted only for assignments turned in on time. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day: e.e., 1 day late 5% deduction, 2 days late 10% deduction, etc. Late submission of assessment tasks is not accepted after 10 working days after the due date, or after the date specified in the course outline for the return of the assessment item. In order to avoid a penalty, students are encouraged to submit their assignments prior to the deadlines. 

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students