Muscanto, Isaac2019-04-262019-04-262019-04https://hdl.handle.net/11299/202587Half of Korean vocabulary consists of Sino-Korean words, or words that originated with Chinese characters, which are referred to as hanja in the Korean context. Each hanja-based syllable of a Sino-Korean word has a fixed semantic meaning, but given the large number of homophonous syllables, the definitions of individual syllables are not readily transparent to most learners without direct instruction. This pilot study investigates the benefits of teaching non-Sinosphere Korean second language learners the sound-to-meaning relationship of individual hanja-based syllables, e.g., teaching students that the hanja syllable su/수 is the phonetic pronunciation of the hanja for water. Over the course of a semester, learners were taught the definitions of hanja-based syllables found in course readings. At the end of the semester, students were assessed on their ability to memorize and recall a short set of words, half of which contained hanja-based syllables taught in class. On average, students correctly recalled more words if they contained a hanja syllable taught in class. This study provides evidence that teaching the meaning of hanja syllables can help students retain new vocabulary over a short period of time and raises the possibility that hanja syllables should be included in Korean vocabulary education.enScholarly Text or Essay