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The document maps age-appropriate social actions—ranging from greetings and simple classroom instructions to sharing experiences and debating abstract social issues—onto linguistic forms. It explains interpersonal, interpretive, and presentational modes, with focus on honorific forms and speech styles, including formal vs. informal and written vs. spoken contexts. Sample Progress Indicators are provided for grades 4, 8, and 12, with example utterances and tasks.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/standards-for-korean-language-learning-communication-goal-1/415825/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/standards-for-korean-language-learning-communication-goal-1/415825.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central idea of these Korean language learning standards for communication?","Question",{"text":112,"@type":113},"Communication is treated as a social act requiring communicative competence, not just knowledge of linguistic structure. Learners must be able to carry out grade-appropriate social actions using suitable linguistic forms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which communication modes are included in the standards?",{"text":117,"@type":113},"The document uses three modes: interpersonal, interpretive, and presentational. For each mode, Sample Progress Indicators specify the social actions and linguistic features expected at each grade level.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are honorific forms and speech styles emphasized?",{"text":121,"@type":113},"Korean structures are closely tied to social actions and speaker relationships. Students must learn how to encode socio-cultural relationships using context-sensitive honorific forms and sentence-final markers that reflect speech style.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},415825,1790716538,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Standards for Korean Language Learning  \nA collaborative project of the Korean National Standards Task Force and  \nthe American Association of Teachers of Korean (AATK)  \nJune 2011  \nCommunication: Goal 1  \nCommunication is a social act through which various social actions are carried out, language being the primary tool. Learning a language, therefore, must be more than gaining knowledge of its linguistic structure: the successful language learner is also communicatively competent. In this section, we identify grade level-appropriate communicative social actions as well as the linguistic structures required to carry them out.  \nThe basic social actions one engages in everyday include greetings, giving and following basic classroom and other instructions, and describing or reporting things, events, and situations in immediate needs and surroundings, such as family, personal preferences, and daily routines. More advanced social actions include telling stories and personal experiences, and expressing one’s opinions, attitudes, or feelings and emotions—social acts that extend beyond one’s immediate needs and environment. At the highest level, the language learner would engage in analyzing, discussing, and debating abstract ideas and social issues as well as comprehending various literary and non-literary genres, such as prose, novels, newspaper articles, movies, and public forums.  \nIn carrying out these social actions at any level, all three modes of communication are involved: interpersonal, interpretive, and presentational. For each of these communicative modes, Sample Progress Indicators will be specified, with regard to what social actions and linguistic features should be manifested in each grade level. Of particular note are the ‘honorific forms’ and its context-sensitive “speech styles” of the Korean language. Because the language attends to the speaker’s relationships to the addressee and to the referent, student at all levels must develop an understanding of how to encode these socio-cultural relationship in linguistically appropriate ways, e.g., by determines which ‘honorific’markers need to be utilized in a given context. To this end, the Sample Progress Indicators also make explicit reference to critical differentiation with regard to the communication setting of a linguistic act: formal vs. informal, written vs. spoken, etc. Because the linguistic structures of Korean are so intertwined with social actions and situations, students must learn how to map particular social actions or situations onto the appropriate linguistic forms, especially honorific forms and sentence-final markers that convey information about speech style.  \nSTANDARD 1. 1:  \nStudents engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.  \nSample Progress Indicators, Grade 4 [LTKO 1A/1B]  \n• Students use and respond to simple speech acts such as greetings, leave takings, and giving thanks in culturally acceptable ways using age-appropriate speech levels and styles.  \nExample: 안녕/안녕하세요? 잘 가/안녕히 가세요 . 고마워/감사합니다 . 그 동안 어떻게 지내셨어요? 아주 잘지냈어요 .  \n• Students ask for clarification and/or express confusion in culturally appropriate ways.  \nExample: 잘 모르겠어요 . 다시 한번 말씀해 주세요 . 알겠습니다 . 선생님 질문이 있는데요 .  \n• Students give and follow simple instructions in order to participate in age-appropriate classroom and/or cultural activities, such as performing simple Korean dances, singing songs, and making Korean crafts like paper folding or making the Korean flag.  \nExample: 책을 펴세요 . 종이를 접으세요 . 가위로 자르세요 . 부채춤을출 때는 부채를 펴서 네 손가락으로 잡습니다 .  \n• Students introduce themselves by giving and/or asking for basic personal information, such as name, birthday, phone number, school year, and ethnicity/nationality.  \nExample: 제 이름은   입니다 . 저는   초등학교   입니다 . 저는   에 삽니다 . 제 생일은   월   일입니다 .  \n• Students ask and answer questions concerning their daily routines, family, school events, and celebrations. Example: 집이 어디예요? 생일이 언제예요? 동생 있어","cbCaisirTywecUAb","https://ap.wps.com/l/cbCaisirTywecUAb","pdf",367982,16,"English","# Communication: Goal 1\n## Social actions across grade levels\n## Communication modes and linguistic features\n## Honorific forms and speech styles\n## Standard 1.1: Conversations and exchanging opinions\n## Sample Progress Indicators (Grade 4)\n## Sample Progress Indicators (Grade 8)\n## Sample Progress Indicators (Grade 12)","[{\"question\":\"What is the central idea of these Korean language learning standards for communication?\",\"answer\":\"Communication is treated as a social act requiring communicative competence, not just knowledge of linguistic structure. Learners must be able to carry out grade-appropriate social actions using suitable linguistic forms.\"},{\"question\":\"Which communication modes are included in the standards?\",\"answer\":\"The document uses three modes: interpersonal, interpretive, and presentational. For each mode, Sample Progress Indicators specify the social actions and linguistic features expected at each grade level.\"},{\"question\":\"Why are honorific forms and speech styles emphasized?\",\"answer\":\"Korean structures are closely tied to social actions and speaker relationships. Students must learn how to encode socio-cultural relationships using context-sensitive honorific forms and sentence-final markers that reflect speech style.\"}]","Standards for Korean Language Learning - Communication: Goal 1 | PDF",1790603045]