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This study investigated the impact of Communicative Language Teaching (CLT) activities on the language acquisition of adopted Korean heritage language (KHL) learners. Four adopted KHL learners participated in a self-reported Korean speaking skills questionnaire and a semi-structured interview. The questionnaire and interview provided information to answer the guiding question, What impact do activities based in the CLT approach have on Korean language learning by the adopted KHL learner? The results of this study were inconclusive in determining the impact of CLT activities. However, themes emerged from the semi-structured interview to reveal that Dornyei's (1994) structure of three motivation components including course-specific motivation, teacher-specific motivation, and group-specific motivation may have a greater impact on adopted KHL learner language acquisition than CLT activities because of the dynamic relationship between student, teacher and learning environment.