Pusan
Kotesol

National
Kotesol

Asian Youth
Forum

PAC II



Chat Room
Classifieds
Exchange Rates
The Exit
Features
Food
Graffiti Wall
Guestbook
Info Center
Language Guide
Links
Movie Listings
News
Photo Gallery
Places
Profiles
Pusan Time
Pusan Weather
Q & A
What's Going On
Writings



 
HOME
PRESENTATIONS
PHOTOS
False Cognates: 
Teaching Techniques for Korean Loan-word Interference
Abstract
Bio
Materials
VIDEO
50814.jpg
Click on the photo to see a full size image. To watch the video clip, click on the 'watch' icon.  To download the video file to your hard drive, RIGHT CLICK on the 'download' icon and 'save link as'.  For more information on how to watch and download video click here. You will need to have the Free Real Player installed in order to open the video files.  You can download it for free here.

ABSTRACT
With the large influx of loan-words into the Korean lexicon from the English language, the number of false cognates it contains is also substantial. These false cognates, also known as “false friends”, often become obstacles to English learning because of the  English learner’s unawareness of the difference in meaning of the Korean word or term from its English language source. Many of the most common of these problematic pairs and their semantic differences will be discussed. In addition, three classroom teaching techniques will be presented which effectively delineate the semantic differences in the pairs of false cognates. Two of these techniques involve the use of pictorial representations by class members while the other involves a simple translation technique with interest-holding error analysis. In addition to the teaching techniques, the information presented on  Korean-English false cognates should be of teaching value to the EFL teacher in Korea.
 

PRESENTER BIOGRAPHY
David E. Shaffer has been an educator in Korea since 1971. Most of that time, he has been at Chosun University, where he teaches EFL and where he completed his graduate studies in linguistics. In addition to teaching college-level courses, Dr. Shaffer has years of experience teaching in both elementary and secondary school teacher training programs in EFL methodology and oral and writing skills. He has also prepared elementary school teacher training materials and secondary school textbooks and test materials. His academic interests are in English semantics, ESL methodology, and Korean literature, especially the poetry of Yun tong-ju. Dr. Shaffer has had a number of language- and culture-related columns in different Korean periodicals. At present he writes On the Road to Better English and Crackin’ the Corean Code for “The Korea Herald” and Shaffer’s Native English for “Time Plus”. He is also a member of the ESL Help Center team at Dave’s ESL’s Café <http://www.eslcafe.com/help/> where he answers questions daily.

MATERIALS

False Cognates

Teaching Techniques for
Korean Loan-word Interference

                                                       David E. Shaffer
                                                       disin@chosun.ac.kr 

     The Korean lexicon has witnessed the addition of numerous English words in recent years. Along with the many Korean-English cognates are quite a few false cognates, also known as "false friends," which often become obstacles to English learning due to the English learner's unawareness of the difference in meaning of the Korean word or term from its English language source. The most common of these problematic pairs and their semantic differences will are listed below. In addition, a number of classroom teaching techniques are presented which effectively delineate the semantic differences in the pairs of false cognates. These techniques include the use of pictorial representations by class members and a simple translation technique with interest-holding error analysis.
Korean  (Associated English)  English Meaning  


False Cognates: 
Teaching Techniques for Korean Loan-word Interference
 

A. English Duel Draw Technique
     In this technique, the teacher reads one or more of the English sentences below and has the students draw a picture which they think best represents it. (The English-Korean sentence pairs below contain false cognates and are, therefore, not identical in meaning.) The teacher then views the drawings by collecting them or walking around the room and select two drawings to be drawn on the board by their drawers -- one correct drawing matching the English sentence and another in which the meaning of the related Korean loan-word was mistakenly used. This is followed by a discussion of why the two drawings are different and how the false cognates differ.

B. English Quick Draw Technique
     This technique differs from the above in that only an incorrect picture drawer is initially selected to put their drawing on the board. The teacher then elicits discussion from the class of what might be wrong with the drawing. The teacher may then have one of the students who correctly understands the related false cognate differences put their drawing on the board.

C. Translation Turkey Shoot (Korean to English)
     This technique is especially suited for false cognates that do not lend themselves to being drawn. Read or play a recording of the Korean sentences below and have the students translate them into English. As the students are translating, the teacher looks for an incorrect translation in which the Korean loan-word was mistakenly understood as meaning the same as its related English word. A card containing the number of the sentence in given to a student with an incorrect translation. After translation is finished, the teacher calls the sentence numbers in turn and asks the student with the number to read their translated sentence. Discussion ensues on what is wrong with the sentence and the teacher, or a student, puts the correct translation on the board. (Correct translations of the Korean sentences are in parentheses below.)