Abstract
The given article highlights certain aspects of teaching Ukrainian as a foreign language to Korean students. Observations and conclusions are made from the author’s own experience. The paper provides answers to significant and topical questions that arise in the learning process; in particular, the author analyzes phonetic, lexical and grammatical difficulties the Korean students face on the intermediate level of learning Ukrainian. The article describes problems and obstacles a teacher and a student has, determines reasons for misusage of language patterns and suggests fresh teaching ideas and ways of their implementation.
Highlights
The success of teaching foreign students largely depends on the level of their linguistic development
The paper is based on the researches into theory and practice of teaching Ukrainian as a foreign language, scientific articles as well as tests written by Korean students at the Department for Ukrainian studies in HUFS
On any level of teaching Ukrainian as a foreign language to the Korean students a teacher should consider the above-mentioned difficulties that are typical of such learners
Summary
The success of teaching foreign students largely depends on the level of their linguistic development. Because of poor fluency the learners find it hard to express themselves, give logical answers to questions, coherently retell what they have read etc. It has a negative impact on other aspects of the foreign students’ language behaviour, they often lose interest in learning, cannot concentrate on the task, work slowly, and have insufficient observation skills and low linguistic performance. Studying the kinds of speech activity seems to be a topical task for modern Ukrainian linguodidactics, which started developing in the 1950-ies, and continued its intensive growth in the 1990-ies and 2000-s. “when Ukraine became independent, Ukrainian got its status as an official language and its functions spread on every sphere of life and relationships. The experience of teaching Ukrainian in Ukraine and, undoubtedly, abroad gave a powerful boost for the development of Ukrainian linguodidactics which aimed at teaching a second language to foreigners” [4]
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