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Promoting Korean Learners' Conceptual Development of Honorifics through Concept-Based Language Instruction

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Title: Promoting Korean Learners' Conceptual Development of Honorifics through Concept-Based Language Instruction
Language: English
Authors: Eunhye Kim Hess (ORCID 0000-0002-3923-9321), Michael Amory (ORCID 0000-0002-3010-2791)
Source: Language Teaching Research. 2026 30(2):522-553.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 32
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Korean, Second Language Learning, Concept Teaching, Second Language Instruction, Concept Formation, Teaching Methods, College Students
DOI: 10.1177/13621688221135567
ISSN: 1362-1688
1477-0954
Abstract: Grounded in Vygotskian sociocultural theory (SCT), this study examines Korean as a foreign language (KFL) students' emerging conceptual development of honorifics through their participation in concept-based language instruction (C-BLI). Seven participants were recruited from a second-semester elementary Korean class at a U.S. college, and various data were collected to trace the students' unfolding development-in-activity of three interrelated subconcepts of Korean honorifics; namely, power, distance, and formality. Qualitative findings suggest that, overall, students gained a deeper conceptual understanding and sociopragmatic awareness of using Korean honorifics through the development of these interrelated subconcepts and their participation in the goal-directed activities of C-BLI. In particular, the qualitative findings reveal that students' prior rules-of-thumb-based conceptualizations of honorifics transformed into more semantic, systematic, coherent, and complete understandings as students are in the process of becoming more self-regulated in planning and monitoring their mental and physical activity and their linguistic choices. This study points to the crucial importance of not only the quality of materials design but also how intentional and explicit instruction can be applied to second language teaching-learning processes.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496616
Database: ERIC
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  Data: Promoting Korean Learners' Conceptual Development of Honorifics through Concept-Based Language Instruction
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  Data: <searchLink fieldCode="AR" term="%22Eunhye+Kim+Hess%22">Eunhye Kim Hess</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3923-9321">0000-0002-3923-9321</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael+Amory%22">Michael Amory</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3010-2791">0000-0002-3010-2791</externalLink>)
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Grounded in Vygotskian sociocultural theory (SCT), this study examines Korean as a foreign language (KFL) students' emerging conceptual development of honorifics through their participation in concept-based language instruction (C-BLI). Seven participants were recruited from a second-semester elementary Korean class at a U.S. college, and various data were collected to trace the students' unfolding development-in-activity of three interrelated subconcepts of Korean honorifics; namely, power, distance, and formality. Qualitative findings suggest that, overall, students gained a deeper conceptual understanding and sociopragmatic awareness of using Korean honorifics through the development of these interrelated subconcepts and their participation in the goal-directed activities of C-BLI. In particular, the qualitative findings reveal that students' prior rules-of-thumb-based conceptualizations of honorifics transformed into more semantic, systematic, coherent, and complete understandings as students are in the process of becoming more self-regulated in planning and monitoring their mental and physical activity and their linguistic choices. This study points to the crucial importance of not only the quality of materials design but also how intentional and explicit instruction can be applied to second language teaching-learning processes.
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