Korea: English Language Problem

Fri Dec 28 14:31:45 UTC 2007

   12-27-2007 15:23

English Language Problem

By Alton Rose

In the present age of globalization almost every job in Korea requires
some level of English proficiency. Many jobs require that the
potential employees have a high level of English proficiency in both
writing and speaking. In addition it is often desirable to have an
understanding of the culture behind the language and the context of
the words. Globalization has presented the Korean student with the
challenge of effectively writing and speaking English in an
international business setting.

Korean students in many cases start learning English as a foreign
language at the elementary level. Yet, despite the requirements of the
job market, there are no standardized tests within the school system
to determine the English language proficiency of the student. This
extends to the university level where students are not evaluated on
their writing and speaking skills.

The test readily available for Korean students is the Junior Test of
the English Language for International Communications (TOEIC). The
TOEIC is a test of English language proficiency used to establish a
set of standards for workplace reading, writing, and speaking. It has
been called, ``The global standard for measuring English language
skills for business." It is used to establish workplace English
writing skills and spoken English proficiency for nonnative students.
It is administered at the elementary to middle school level.

The CSAT (the Korean Scholastic Aptitude Test) is the college entrance
exam and is required for all those seeking to enter a Korean
University. Along with the TOEIC, the test scores are used by many
companies to evaluate potential employees' English ability. In
fairness, in recent times an optional speaking test is now offered by
TOEIC. However, despite the awareness among all concerned educators
and employers that the major requirements for most jobs is a high
level of proficiency in writing and speaking English, there are no
comprehensive teaching and testing programs available to all students

The Korean Times recently stated that, ``50 percent of undergraduates
lack English proficiency" (Park). It further contends that extensive
testing has revealed that almost half of all Korean undergraduates
have difficulty speaking English. Of course the results of the survey
are quite understandable. In the Korean English language curriculum,
there is typically one main purpose, which is to prepare the students
to excel on the English Comprehension section of the CSAT.

This test is a multiple choice exam and has the effect of minimizing
the importance of any English speaking or writing done in classes.
Students are taught the test with the ultimate goal of achieving a
high score on the multiple-choice exam.

The effect of a singular test with a known format can be detrimental
to the overall goal of assessing a student's ability. When the test is
a high stakes test, the teaching and learning of the student becomes
secondary to the resulting test score. The test will dominate the
classroom activity and dictate the teaching methods and material. If
the test contents are at variance with the objectives of the course,
there is likely to be a harmful conflict of purposes.

In Korea's case, students are following an English course that is
meant to train them in the language skills that are necessary to enter
a university or the job market, but where the language test does not
test these skills directly. If multiple-choice items only test the
skills of writing or speaking, then there is no pressure to practice
skills such as context, cultural variances, or business contexts.
Writing complete sentences and speaking effectively may not be
adequately taught. How do we solve the problem in Korea?

In an article published in the Chosun Ilbo dated Dec 5th, the headline
stated that Korea lags behind Nepal in English proficiency. This was
based on the results of the International English Language Testing
System (IELTS) that is designed to prepare and test students who are
planning on studying abroad. The IELTS is an exam which one must take
if you wish to enter a University in some English speaking countries
such as Canada and the U.K. Two important elements which are tested in
this exam are writing and speaking proficiency. Clearly, the tests
results reflect what the typical Korean student is ill-prepared do,
which is excel in speaking and writing.

It should be the goal of Korea to reach the level of proficiency that
has been attained by places like Singapore, Hong Kong, Malaysia, and
the Philippines. This will require that the IELTS type exam system
must replace the present English exam used for entry into universities
in Korea. It is imperative that effective writing and speaking skills
must be taught beginning at the lowest educational levels as a
national policy. In addition, adequate testing such as the IELTS must
be instituted to assure that students have a grasp of the language and
not simply the understanding of vocabulary.

For those Korean students who are proficient in English speaking or
writing, these skills were acquired in most cases, through attending
private institutions. If the English system as it exists were to
change as suggested, there would be less need to seek these skills
outside the Government run school system. This would level the playing
field for those parents who may be in a disadvantaged socio-economic
class and can not afford to send their children to private schools for
the single purpose of learning the English language.

In conclusion, it is imperative that Korea begins to solve its English
language problem. One suggestion as to how to fix the Korean English
education system is to hire more native speaking teachers. However
this approach will be of little help given the current state of
teaching and testing. Korea needs a national policy that starts
teaching both writing and speaking skills at an early age. The policy
needs to be bolstered by a rigorous testing program that evaluates the
student's skills in speaking in an international business context.
Without a commitment to these programs, Korea will continue to lag the
rest of the industrialized world in the English language proficiency
that is required in this age of globalization.

The writer is an English teacher, residing in Incheon

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 http://www.koreatimes.co.kr/www/news/opinon/2007/12/137_16255.html

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