AAAS Courses | Language Courses
This course is an exploration of key elements of Vietnamese culture. Topics include geography, history and institutions, thought and religion, education, literature, family and gender, cultural values, cuisine, festivals and leisure activities, and the Vietnamese diaspora. No prerequisites. Lectures in English.
tures in English. Appropriate for freshmen.
Prerequisites: None; suitable for freshmen; ability to read music is recommended. Also offered as AAAS 188F. Beginning instruction on the Dizi, a transverse bamboo flute employed in many types of Chinese Folk Music as well as in various styles of Chinese Opera and in the modern Chinese Orchestra. The course will be taught by a guest artist from the National Academy of Chinese Theater Arts. Students will work on proper sound production, finger technique, articulation, and learn repertoire appropriate to the instrument. Note: The Dizi is not really used with Beijing Opera, but with other music styles, particularly kunqu opera from southern China and Silk and Bamboo music from Shanghai.
This course aims to introduce and familiarize students to current events and issues in contemporary south Korean society within a larger historical context. The emphasis is on the formation of Korean identityIntroduction to Japanese Culture Course description: This course is a survey of key elements of Japanese culture. The topic areas include political and cultural history, geography, society, education, and language. Additional topics of interest to the students will be identified and added at the end of the semester. Satisfies Gen Ed O (oral communication) requirement. No prerequisites. Lectures in English. Appropriate for freshmen.
Overview of the structure of the Korean language, discussing the relevant analyses of a certain structure. Based on readings of the text, students discuss the adequacy of the analyses, including the generalizations, and consider expanded sets of data. Touches on the general areas of Korean linguistics, from Korean language background to socio-linguistics. Each week, students are required to complete the assigned readings specified in the syllabus and encouraged to read the related literature if possible. They are strongly advised to further investigate the issues before class meetings and reach their own conclusions concerning the adequacy of the analyses presented in the books. Gen. Ed.: J (C and O)
This course examines important Japanese films produced between 1936 and 2000. The primary goals are to develop critical understanding and appreciation of Japanese cinema, aesthetics, history, culture, society, politics and human relations. The artistic styles and thematic concerns of representative directors—Kurosawa, Mizoguchi, Ozu, Kobayashi, Fukasaku, Oshima, Shinoda, Imamura, Morita—of the postwar “Humanist School," the 1960s Japanese "New Wave Movement" and contemporary times will be identified, analyzed, compared and contrasted. Works will be examined both in terms of the Japanese cinematic tradition and the values and conflicts characteristic of premodern, modern and present-day Japan. Special attention will be given to artistic representations of distinctive Japanese figures such as samurai and geisha, and the effects of Japanese social(izing) institutions such as the government, school and family on individuals. Students are encouraged to develop their own informed analyses and interpretations of the films, and make connections between issues treated in the Japanese cinematic texts and their own lives in social, political, historical and existential context.
This course examines Japanese literature and culture from the 13th century to 1800. It looks into quintessential elements of Japanese culture, such as tea ceremony, Noh theater, and literature by Buddhist recluses, but also at the less-known work of anonymous writers and storytellers. It explores the vibrant culture of the Tokugawa period: kabuki and bunraku performances, haiku, narratives that involve merchants, samurai, and the pleasure quarters. No prerequisites.
Broad introduction of geography of East Asia from a global interdependency perspective. Six topics examined in terms of interaction between East Asia and the West: U.S., the New World and the West place-name system; physical structure, climatic patterns, agricultural regions, Buddhism in China, formation of post-Columbian East Asia; religion, democracy, communism.
This course presents an introduction to the film and fiction of modern Taiwan. We will carefully read, discuss, and interrogate a number of cinematic and literary works in which some of Taiwan’s key historical, social, and cultural issues have been addressed, and we will familiarize ourselves with some of the academic scholarship on these works. Possible topics include: Japanese colonialism; relations with mainland China (PRC); traditional family relations; sexuality; gender; race and identity; indigenous peoples; the impact of modernization and globalization; cinematic genres; literary genres; ideology; and other topics. Above all, we will endeavor to construct our own dialogue with and interpretation of each film, short story, or novel. No prior knowledge of Taiwan history and culture or of Chinese language is required.
A survey of Chinese history from its neolithic agricultural origins ca. 7,000 BCE to the fall of the Yuan dynasty in 1368. The course will consider state formation and the nature of the long-lived Chinese imperium, economic developments and the tantalizing though unfulfilled promises of a Chinese industrial revolution, the history of Chinese thought and religion, and the varied aspects of Chinese society and culture through the ages. The course will stress translated readings from primary sources (both documentary and literary) to help get as direct and immediate a sense of the Chinese past as possible.
This course surveys the history of Asians and asian Americans in the United States from the mid-19th century to the present. The class will contextualize Asian migration to the U.S. within global diasporas and transational relationships, while exploring Asian American experiences in Hawaii, the East and West Coasts, Alaska, the Midwest, and the South. Students will also analyze interethnic relations between and among diverse Asian American groups, and interracial relations with African Americans, Native Americans, and white Americans, broadly defined. Topics include: early Asian laborers in the U.S.; Native Hawaiian sovereignty and Asian settler colonialism; citizenship debates; resistance to multiple forms of oppression; community organizing; Asian Americans and war (Philippine-American War, World Wars I and II, Korean War, Vietnam War); Southeast Asian refugees; post-1965 migration; the Asian American Movement; anti-Asian violence; the census, multi-racial Asian Americans, and Asian adoptees; and Asian Americans in a post-911 era. In addition to reading secondary sources, students will examine a variety of primary sources, including personal accounts, laws, court cases, films, photographs, and political cartoons.
This course examines China’s contemporary social and political developments. Throughout the course, we will analyze the behavior of state and non-state institutions and actors, and the subsequent effects on the constituents they serve. The course will cover some of key events that have shaped China since 1949, including the tensions of economic reform and its impact on current state-society relations. The underlying working thesis throughout the course is to ascertain whether or not China’s development efforts will ultimately lead to political reforms.
Prerequisite - Grade of C or better in ECON 160 or ECON 162. This course analyzes the economic growth and social development of China since economic reform started in 1978. In addition to introducing the facts and policy issues behind economic "miracle" of China powered by economic reform, the course also examines broad implications of Chinese economic reform on society, the environment, as well as international relationship. Format: Grading: attendance and participation, 10 percent; 50-minutes test, 30 percent; term paper, 40 percent; presentation, debate, discussion of paper, 20 percent. There will be a test in multiple choice and simple question format on basic knowledge of China and the Chinese economy. The test will be held at the end of semester. The term paper is an independent paper in connection with a group of four students on both sides of some controversial issues, such as Sino-U.S. trade conflicts, intellectual property rights, China's role in world oil market, real growth rate of China, etc. Then each team presents its paper in the class, discusses (and debates) with the team on the other side of the issue. Optional activity: watching one or two movies banned by the Chinese government on post-reform Chinese society. Books: Gregory Chow, CHINA'S ECONOMIC TRANSFORMATION, Blackwell Publishing, 2002. WU, Jinglian, Understanding and Interpreting Chinese Economic Reform, Thomson, 2005
This course examines important literary and cinematic texts treating Japanese experience during and after the Asia Pacific War (1931-1945). After initial study of trauma theory and basic historical, political and ideological context, prominent Japanese writers’ and directors’ artistic representations of battlefield, home front, defeat, occupation and postwar experience will be analyzed and interpreted. Issues to be discussed include: the psychological experience and aftereffects of trauma and survival, atrocity, memory, repetition compulsion, guilt, mourning, victim consciousness, personal and collective responsibility and memorialization. The goals of the course are to foster informed, nuanced, critical understanding of Japan’s experience of modern war and loss, learn what serious Japanese survivor-narrators and empathetic others can teach us about nationally sanctioned violence and its costs in human terms, identify the problematic legacies of this catastrophic international conflict, and fathom why it is so difficult for individuals and nations to confront, work through and come to terms with historical trauma and mass victimization.
This course presents an introduction to the literature of 20th-century China, surveying major developments in fiction (short stories) and poetry. We will trace the development of modern Chinese literature in the colloquial language from 1) its origins during the May 4th Era (1917-1927), when authors reacted against traditional literature and the classical language, into 2) the Mao-dominated decades of cultural production in China (1942-1976), when literature was forced to serve political goals in the form of “socialist realism,” and through 3) the reaction against so-called “Maospeak” that began in the late 1970s. In addition to reading and interpreting representative Mainland Chinese works from the teens through the 1990s, we will also read samples of literature from Taiwan (ROC) and Hong Kong. In addition to analyzing the relationship between literature and its historical context, students will also be introduced to some theoretical approaches used in the study of Chinese literature and culture. No knowledge of Chinese language or culture is required.
This is the first course of a three-part Korean history sequence and covers the time period from ancient Korea until the late 19th century. Rather than a simple history, this course seeks to understand the ways in which the people on and around the Korean peninsula lived and interacted with neighboring cultures. Particular focus will be given to the governing structures, worldviews, and life practices that allowed the development of what today is called “Korean” culture.
This undergraduate survey course treats Japan's 20th and early 21st century history. The aim is to gain understanding of the political, economic, and social- ideological struggles of the Japanese people, and the choices that they and their leaders made in different periods in order to win a leading place among the nations of the world. A major theme of the course is Japan's transformation into a powerful nation-state and empire, capable of competing for wealth and power with much stronger Western rivals. Also carefully assessed are Japan's experiences of rapid industrialization, the rivalry between Japanese, American, and European imperialists for wealth and power in East Asia, issues of war and cold war, and Japan's post-1990s adjustment to a world dominated by a militarily aggressive United States and a newly powerful China. Particular attention is given to Japanese-style democracy, the development of the mass media, and current efforts to transform the country into a normal (war-waging) state. Format: Two lectures per week with frequent use of visual materials and frequest discussions. Final grades are calculated on the basis of an in-class hour exam, a mid-term take home report, a final take home report, plus participation in class discussions, and attendance. The course fulfills Harpur College's writing requirement. Books include: Bix, Hirohito and the Making of Modern Japan (HarperCollins pb, 2001) and Louise Young, Japan's Total Empire: Manchuria and the Culture of Wartime Imperialism (Univ. of California Press, 1999), PLUS texts downloaded from MIT's visualizingcultures.mit.edu website, created by J. Dower and Shigeru Miyazawa.
Is 'Asia' a narrative of one's own making? Can it ever be? Contemporary 'Asia', not as simply given but as constantly in formation through complex, multi-layered narratives of continent, nation, diaspora, colonization and globalization, is the focus of the course. How is contemporary 'Asia' produced, if it is, by the poetics and politics of how we know, remember, imagine, by the tensions, the upheavals, and the shifts of power and meaning that these activities engender? Where cultural, economic, and artistic interpretations of 'Asia' offered by new generations produce a plurality of 'Asias', what sorts of differences does that make? The class will emphasize recent transnational feminist, queer, and diasporic theory and cultural interpretation, film, new media technologies, and activist practices by writers and visual artists such as Amitava Kumar, Rey Chow, Trinh T:. Minh-ha, Deepa Mehta, Myung Mi Kim, Kimiko Hahn, Gayatri Spivak, Kim Soo-Ja.
The Korean presence in the United States stretches back over a century. During that time, Korean Americans have played an important role in the formation of the complex multicultural mosaic that we call American culture. At the same time, they have expanded and complicated the question of what it means to be “Korean,” especially as significant populations of Koreans increasingly reside beyond the Korean peninsula. (It is estimated that some six million, or roughly ten percent of all Koreans alive today, reside in China, the US, Japan, Brazil, Uzbekistan, Australia, Germany, Kuwait, South Africa, and some 130 other countries around the world.) Through the lens of Korean American literature and culture (fiction, art, sports, food, film, religion, television, etc.) this course explores the intersection where America meets the Korean diaspora. The course approaches are interdisciplinary, drawing from literature, history, anthropology, sociology, and other academic arenas. In addition, the course pays special attention to the issues of gender and sexuality.
The course will provide a broad overview of the histories, geographies, economies and politics of human migration across time and space. The key intent is to understand the reasons behind the displacement and dislocation of populations as well as the processes involved in population transfer across the globe in our contemporary era. However, our analysis of the present will be anchored in multi-faceted historical perspectives. In addition, the course will not only focus on the experiences of those who migrate but will also concern itself with the impact of global migration flows on the spaces from which migrants originate as well as the so-called “host” spaces.
Often described as a "special relationship," the shared history between the Philippines and the United States has been fraught with claims of American benevolence despite the violent realities of war, colonialism, and neocoloonialism, and in spite of persistent opposition to U.S. intervention. This course explores U.S.-Philippine relations for over one century, and examines how diverse Filipinos and Americans have mutually yet unevenly interacted in various political , economic, and social spaces. In addition, the class will analyze connections between U.S. empire in the Philpiines and Filipino American experiences in the United States. Topics include the Philippine-American War; native resistance movements; colonial education and politics; anti-Filipino riots in the U.S. and Philippine independence debates; Japanese occupation and World War II; the Huk Rebellion; post-1965 "brain drain" and Filipino nurses; the Marcos dictotorship in the Philppines and anti-Marcos campaigns in the U.S.; "People Power"; U.S. militarization in the Philippines; equity for Filipino veterans; remittances; and study abroad programs for Filipino Americans.
This course explores linguistic elements’ functions in the prosody of Chinese poetry, covering different styles of poems from the oldest Shijing (as early as 1000 BCE) to the modern Chinese “free style” verses. Through discussions of rhyming, rhythm and tonal manipulation, the issue of poetic prosodic beauty is examined as a combination of literary creativity and the linguistic principles that govern the language and mind. Comparison will be made between the Chinese poetic prosody and some Indo-European traditions as to further illustrate the dynamic interaction between language and literature.
This course is designed to introduce Korean politics to students who are interested in understanding Korea, a divided country whose political fate has tightly been interwoven with American foreign policy. While the primary focus will be placed on examining the politics of contemporary period, this course will survey how the tumultuous history of modern Korea has contributed to the complexities of present political conditions, both in the north and the south. The course is structured to understand the questions of Japanese colonialism, the Korean War and national division, economic growth under military dictatorships, political democratization in the late 1980s, the intricacy of inter-Korean relations, and the US involvement in the politics of the Korean peninsula. To facilitate students’ understanding of these complexities, this course incorporates readings, movies, and documentaries that depict the turbulent political experiences Korea underwent over the last several decades.
One of the most distinctive aspects of Beijing Opera is its unique make-up style, which disguises actors with astonishing masks painted directly onto their skin. This class teaches the significance of symbolic patterns and colors used and techniques of pigment application. Taught by professionals from the National Academy of Chinese Theatre in Beijing, China. No prerequisites. Open to students from any major. Two credits.
This course concentrates on the symbolic fighting style of Beijing Opera, using special swords and spears. It is athletic and gymnastic and is clearly influenced by techniques of martial arts. Despite that, no previous training in any of the above is necessary for enrollment. Traditional weapons are furnished. Taught by professionals from the National Academy of Chinese Theatre in Beijing, China. No prerequisites. Open to students from any major. Two credits. Format: DIS - Discussion
To help juniors, seniors, and graduate students understand the growth of the international community under law, this course examines issues of criminality by states and their leaders, political justice, and accountability as presented in various war crimes trials of the 20th and 21st centuries. After closely scrutinizing the Nuremberg and Tokyo international war crimes trials held at the end of World War II, and the national military commission trials, starting in Manila, we chart key moments in the development of international humanitarian law down to the present. The focus is on cases from World War II, the Vietnam War, and the two major U.S. wars and occupations of the post-cold war era, Afghanistan and Iraq. Format: This is a Composition course with weekly discussion of short (1.5 p.) reports on assigned readings plus three assessed essays (8 pages each) and opportunity to rewrite. Final grades are calculated on the basis of the three papers plus the quality of class preparation and participation.
This course is designed to teach Korean as a foreign language to English speakers at the college-level. We will discuss a wide range of issues related to the teaching of Korean including 1) various language teaching methods and techniques and their application to the Korean teaching, 2) different approach in teaching heritage and non-heritage students, 3) textbooks and supplementary teaching materials, 4) making daily lesson plans, 5) testing and evaluation, 6) technology in language instruction and 7) incorporating Korean culture in language classes, etc. You will also develop lesson plans, class activities, and exams, which will be used in actual classes, read and discuss selected reading materials, and give teaching demonstrations. This course touches on the general areas of teaching methodology in the first half and will apply its methodology to the Korean language in the second half. Prerequisites: a) two years of Korean (Korean 204) b) consent of the instructor Cross-listed with LING 439P
The samurai is one of the most appealing images of Japanese culture, both in and outside of Japan. It stirred the imagination of storytellers, philosophers, soldiers, and, more recently, filmmakers and manga and anime artists. Through the study of warrior-related literature and theater, “Fictions of the Samurai” examines the process through which this image has been constructed, received, and changed over the centuries. The course provides a chance to get acquainted with Japanese culture and intellectual history, to read military tales and other narratives in translation, to explore works of visual and performing arts such as noh and kabuki theater.
Students will read poems by Li Bai and Du Fu in the original Chinese version. Each poem is followed by a short essay of analysis and appreciation, which discusses the poem's linguistic, historical, literary and philosophical aspects. Thus, this course combines Chinese language and literature, classical and modern Chinese, and poetry and prose.
How can we engage rapidly expanding modes of communication and the potential for transdisciplinary tools to shape, translate, break the surface, of what we long for? In transit among blogospheres, street corners, and barren lands, cities and rural places, the body’s skin, the class will explore contemporary refigurations of our understandings of refuge and refugee, of intimate memory and the limits of knowledge. Recent African and Asian diasporic and feminist visual and sonic productions, literatures, theorizings, and digital habitations that enact hybrid spaces, will be our focus. In transit, drifting away from eurocentric strictures through remappings of power, identities and migrations, our points of departure include Sylvestre Amoussou’s Africa Paradis, Edouard Glissant, Poetics of Relation, Dionne Brand, What We All Long For, Theresa Cha, Exilée, Arjun Appadurai, Fear of Small Numbers: An Essay on the Global Geography of Anger, Binyayanga Wainaina, Kwani?, Myung Mi Kim, Penury, Kiripi Siku, Mobile Phones, Apichatpong Weerasethakul, Primitive, and Ching-In-Chin, Heart’s Traffic. Such works utilize imaginative and virtual linkages of aesthetics, economics, and politics, to forge languages with the skill to transmit the profusion of present day entanglements.
COMMUNITY ENGAGEMENT PROGRAM (CEP) is a structured course-based platform that cultivates and supports students with a passion for service, success, and self-development. CEP bridges traditional “classroom” education with “real world” application via direct interaction with mentors, groups, organizations, and institutions. Students who recognize value in the narrowing of the gap between the “academy” and the “community,” between the university and the people it serves, will find in CEP an opportunity to develop supervised projects in areas of education, humanities, social sciences, sciences, and business. The projects, however, fall under certain guidelines. They involve research and development in seminar meetings, and they must lead to a campus/community event that 1) educates the campus and public about some aspect of Asian American communities and their needs and 2) culminates in a final project or study that can be accessed by the academic body and general public via a publicly available database, collection, or paper. Limited to juniors and seniors. Register with instructor permission.
An exploration of the interactions of the peoples and cultures of maritime Asia over the past two thousand years. Topics will include the trade patterns of the first millennium CE, the 12th century "world trading system" in which Europe played only a peripheral role, the 15th century expeditions of the Chinese admiral Zheng He (and the question of whether they discovered America), and the Asian maritime world during the eras of European expansion and colonialism. Special attention will be paid to the maritime connections in East Asia, which some have described as an “East Asian Mediterranean”, but we will also consider the profound impact of Europe's Asian expansion as well as the impact of that expansion on Asian cultures, and we will investigate the ways in which the activities of the maritime world influenced multiple cultures (Chinese, Japanese, Korean, Southeast Asian, Indian, Middle Eastern, and European) and religions (Islam, Buddhism, and Christianity in particular). FORMAT: The seminar will meet once a week for three hours and will be discussion-based. Grades for undergraduates will be based upon an essay of 5-7 pages and a seminar paper of 15-20 pages. Drafts and re-writes will be required for the first assignment and will be strongly recommended for the seminar papers.
“The Orient and Orientalism": Where or what exactly is the Orient? What are its geographic, cultural, political, and imaginative boundaries? What different definitions, forms, and symbols have the Orient and its related fields ("The East," "Asia," "Asian America," etc.) embodied in the past and what are their manifestations today? Using inter- and multidisciplinary sources and methods of inquiry, this course explores not only the questions of the Orient but also Orientalism, the organized study of the Orient that has been a subject of controversy since the 1970s, coinciding with the rise of postcolonial and ethnic studies in the American academy. Each week, the course examines a different aspect of the Orient and Orientalism, including the Orient as site of academic inquiry, cultural exhibition, colonial quagmire, popular entertainment, military conflict. and autobiographical and ethnographical enigma.
Foundation course aimed at enabling students to communicate in Chinese for everyday purposes. Introduction to simplified Chinese characters. For students with no previous formal training in Chinese. Not for native speakers. Evaluation based on quizzes, examinations and class participation.
An accelerated, concentrated beginning Chinese course designed for students with some background in conversational Chinese (Mandarin, Cantonese or other dialects) who require instruction in learning to write Chinese characters and in Chinese grammar. Students who have had no prior formal language instruction in Chinese are eligible for this course. Two hours per week; evaluation based on quizzes, examinations and class participation. Prerequisites: Knowledge of conversational Chinese and consent of instructor.
Chinese 202, Singing Chinese Course Description This is a specially designed, interdisciplinary course, emphasizing both language acquisition and music appreciation and performance. The songs you will learn in this class are art songs, folk songs, and popular songs from the Mainland, Taiwan, and Hong Kong. Song lyrics will serve as main texts, accompanied by vocabulary lists and exercises. You will learn new words and sentence patterns as in regular language classes, while the improvement of pronunciation, diction, voice projection, and language expression will be achieved through singing practice. You will go through a step-by-step learning progression, from "singing along" to "singing alone." In semester's end, although you are not expected to sing solo professionally, you will be able to sing with choral expertise and to actually please crowds at Karaoke sessions Prerequisites: CHIN 102 or equivalent.
This third-semester intermediate course in spoken and written Chinese builds upon vocabulary and grammar acquired in CHIN 101 and 102, or 111 and 112. While learning new vocabulary in culturally informative lessons, students will obtain mastery of increasingly complex sentence patterns and grammatical structures. The course stresses speaking, reading, writing and listening comprehension. At the end of the semester, students are able to communicate competently in Chinese on a limited range of important topics in everyday life and are able to read simple texts, and have a good foundational knowledge of Chinese culture, including a solid understanding of key aspects of the traditional Chinese writing system. Four hours per week; evaluation based on quizzes, examinations, written essays, weekly homework assignments, and class participation. Prerequisites: CHIN 102 or CHIN 112 or equivalent.
This course is designed to help students solidify and further improve their communicative skills in Chinese through the study of authentic materials. Class will be conducted mainly in Chinese and will be active, intensive, and participatory. Students will read authentic materials, expand their vocabularies, practice journal writing, and acquire knowledge of Chinese culture and modern society. Using dictionaries (Chinese, Chinese-English, hard copy, and online) will also be practiced.
Provides the basics of Japanese language to students with no prior background in this language and introduces aspects of Japanese culture and society. Includes training in speaking, listening comprehension, reading and writing. Students learn basic grammar and expressions to communicate in simple Japanese, and learn the basic orthographical system. For freshmen, sophomores and juniors. Not for native speakers. Prerequisites: Freshman, sophomore or junior standing. Students with any background in Japanese are required to take a placement test on the first day of class.
A third-semester course in the Japanese language, including reading, writing, listening comprehension, conversation and grammar study. Emphasis on how the language is used in the context of Japanese culture and society. More complex sentence patterns and different styles of speech are introduced; 150 new kanji are introduced. Prerequisites: JPN 102 or equivalent
Expansion and integration of reading, writing, speaking and listening skills. Close examination of short readings from various genres and acquisition of speech styles reflecting cultural context. Advanced kanji vocabulary through reading and writing exercises. Textbook is supplemented by authentic texts, audiotapes and video films. Prerequisites: JPN 204 or equivalent.
Elementary course in spoken and written Korean that aims at equipping students with some basic sentence patterns of Korean using basic vocabulary. Speaking, reading, writing and listening comprehension are all emphasized, with special attention to the spoken language. Students also develop the ability to exchange greetings, ask directions, tell time and carry on limited conversations in classrooms and stores.
This two-credit course is designed to provide rudimentary speaking skills for learners that need additional mastery at an elementary level. It does not provide instruction in written Korean.
This is the intermediate course in spoken and written Korean, which provides students with more complex sentences in advanced grammatical patterns, assuming that students have acquired basic grammatical structures at an elementary level of Korean. Equal emphasis will be placed on speaking, reading, writing, and listening comprehension. At the end of semester, students will be able to communicate competently in Korean on a range of topics in everyday life, and to read simple texts, and they will have good knowledge of Korean culture.
This is an advanced course in Korean language that aims to develop communicative competence in reading, writing, and listening. Additionally, as classroom work is generally done in small groups, it is also designed to develop oral communication skills. Through writing assignments and readings, students will learn more accurate syntactic, pragmatic ways of expression and logical ways of thinking in Korean, and through listening and taking dictation, students will learn more actuate orthography and correct commonly misused aspects of the language. Prerequisite is KOR 204 or equal level of fluency.
This course is designed for upper-level undergraduates who are interested in learning the correct usage of Korean language and more thorough knowledge of Korean grammar, spelling and orthography, correct spacing as well as useful expressions in Sino-Korean and idiomatic expressions. Students will learn how to write Korean in a more professional manner and expand their knowledge about Korean language in general.
This course provides the opportunity for learning Chinese characters, which are immersed deeply in the Korean language. It will emphasize how Chinese characters are created and how they are used in Korean language. Through this course, students will master the relationship between pure Korean and Sino Korean. Prerequisites: KOR 204 or equivalent.
