Self-Introduction
With respect to my personality, I consider myself an introvert and also extravert through a life in the US and eventually to be open-minded, which I had learned and experienced the cultures, customs, traditions, manners, etiquette, and values of the US where I graduated high school and college and earned an Economics degree in 2007. The challenges of being ambitious, hard-work, effort, and courage, which approximately ten years of my youth were spent there, played an important role in my personality development in a positive way that I was able to treat others with kindness, respect, and love in a considerate manner through the interaction of people of different racial and ethnic groups.
I spent four or five years in my late twenties and early thirties working at variety groups of companies in Seoul and other industrial areas in South Korea where I could handle with many different kinds of tasks in the field such as International Trade, Marketing, Finance, Domestic Trade, and Accounting. However, after quite time passed, I could not found out any values that give my own lives meaning after commuting from work to home everyday, and after all, I realized that my personality didn’t match all these jobs. At this present moment, although I could understand the core principle of Economics through hard work, back in the old days, I thought that my personality didn’t match to the Economics major. Thus, I decided to return to school, known as Catholic Kwandong University in Gangwon-do Province, later in life as a transfer student in 2014, and obtained a Certificate of Secondary 2 Full-time Teacher.
Although I haven’t had any prior research with a professor, my work experiences and educational backgrounds in Economics and English Education have provided me with a strong and comprehensive understanding of English Education. I am actively involved with working in a wide variety of groups, and take an active role within the group in order for the collaborative group work well done. My hobbies are reading a book, to climb a mountain around my house, and watch the current general issues of the economy, healthcare, environment, society, and politics in the US through the Internet, especially on weekends.
By referring to the saying “Time goes fast”, I had the ironic thought that the speed of my learning is faster than time in which I felt like returning to the same lifetime in a past-life, with the exception of the environment where I can manage my time effectively, plan and organize my study schedule, in the school.
The experience in the US and South Korea was a unique opportunity to broaden my understanding and knowledge of improving performance in learning and to find out new ideas, thoughts, judgments, reasonings, insights and beliefs in the study which I can devote all my strength to maintain in an area where I can push myself forward.
Reasons for Application
I am honored to apply for the teaching job at Interantional Private School in Qingdao, China because I am passionately interested in syntax and the theory of English Education, the study of English Education gives me great pleasure, and my ultimate goal is to be an academic and make contributions to teaching and publish books related with English Education.
In syntax, I accidently picked up a book name called Radford’s Transformational Grammar, a first course, 1988 among other linguistic books. Even though I had a difficulty understanding the book, I started to read without any expectation, to be very interested in the logics, and enjoyed the way the author explained his observation, experiments, rules, principles and other relevant theories, in which, his assumption and generalization on the concept with a reasonable explanation drove me into thinking in a logical and analytical way, along with managing my school work.
In brief, mostly, dealing with a concept of x-bar theory, head and adjuncts, c-specifier position, alpha movement rules and finally reaching to Emonds’ structure-preserving constraint, which is supposed to be the main goal of the syntax, really motivated me the most to learn more about syntax, and to follow the dual degree program. Especially, when Radford indicated about the complement and adjunct, I continued to think to find out about other ways to distinguish the complement and adjunct instead of using their basic principle, which involves their location to the head, of which, eventually led me into studying deeply about the relationship between the complement and adjunct, which, in turn affected me greatly with feeling that the more I study the more I wanted to know about the syntax.
In the theory of English Education, my thoughts on the best method of teaching and learning through using Long’s interactional hypothesis in a social constructivist model of the second language acquisition and Daughty’s, the negotiation of meaning, have led me to pursue this degree involving intensive research in English Education from which I assume that they are closely related each other to produce the comprehensible input which leads to the language acquisition based on my observation, my personal experience, the particular circumstances and facts.
Lastly, my primary motivation of this application is that I believe that I could help learners express their inner creative potentialities, and teach my conceptions, abstractions, notions, ideas, knowledge and the learnt thoughts in the near future for the younger generations who can be a competitive, innovative, and creative in any places around the world where English is used.
