Linguistic Landscape for Korean Learning: A Survey of Perception, Attitude, and Practice of Korean Beginners at a Korean University

Abstract

This study aimed to investigate the perception of, attitude to and practice of linguistic landscape for Korean learning among the international Korean beginners. A questionnaire as a self-assessment instrument was given to a group of 41 international university students with lower Korean language proficiency studying in a Korean university. The descriptive statistics indicated that for perception, although they pay attention to English the most, they could also notice Korean and Romanized Korean on the linguistic landscape (LL). They are positive to the LL as authentic input for Korean learning in terms of attitude. What is more, they could use the LL to enhance their Korean learning particularly in practicing pronunciation and enriching vocabulary, with relatively less practice on grammar checking. This study attested the previous studies concerning the LL as an authentic source for language learning on the one hand, and on the other hand, it showed that even without guidance from the teachers in formal settings, the students could also spontaneously use the LL to learn the Korean language in natural settings.

Self-regulatory learning strategies involving the use of linguistic landscape: the case of undergraduate multilingual learners

“…We believe that it is likely that a number of our participants belong to the GLL category as students of applied linguistics simultaneously learning multiple languages. In particular, our results correspond to the outcomes reported in a study of perceptions of Korean LL by 41 international beginner Korean students (Qi, Zhang, Sorokina, 2020) who showed a preference for English LL over Korean and Romanised Korean LL. At the same time, a qualitative study of three Korean students (Chestnut, Lee, Schulte, 2013) revealed that even though the investigated learners majored in English, they did not pay attention to English.…”

The Linguistic Landscape as an Identity Construction Site of a United States’ Higher Educational Institution in the Time of COVID-19

“…Students' active involvement, as well as that of teachers, sometimes adds layers to the landscape inside schools where professionalism such as accuracy of language usage is not required, unlike official signs displayed in public spaces that have to be written in an appropriate way (Gorter and Cenoz 2015b;Im 2020). The schoolscape is also a place for language learning (Sayer 2010;Qi, Zhang, and Sorokina 2020). For example, language learners can develop criticality in response to the presence of languages in terms of dominance and marginalisation (Barrs 2015;Sayer 2010) and are immersed in authentic language to develop their proficiency (Malinowski 2010).…”

Linguistic Landscape of Ayam Taliwang

“…LL was introduced by Landry & Bourhis in 1997 which pays special attention to the various written languages that appear on public road signs, billboards, street names, place names, commercial shop signs, and general signs on buildings. Government in a region, region, or urban agglomeration [4]. According to Groter (2006), it is explained in more detail that the linguistic landscape analyzes the use of textual formatted language that is displayed and presented outside the public sphere, including the use of various signs that are displayed along with the language [5,6].…”