How Korea Should Solve Its English Language Problem - Essay Example

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" (TOEIC). 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% 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 students 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 Koreas 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 the skills of writing or speaking are only tested by multiple choice items, 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 Chosunilbo 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 test 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 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 students 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. Works Cited Park, Si soo. "50% of Undergraduates Lack English Proficiency." Korea Times 12 Nov. 2007. 17 Dec. 2007 . TOEIC. Educational Testing Services. 17 Dec. 2007 Read More