Abstract
The purpose of this research is to propose educational methods applying the results of the error analysis in the use of the adverbial particles such as ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ of Chinese Korean learners
Korean adverbial particles ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ are commonly u...
Abstract
The purpose of this research is to propose educational methods applying the results of the error analysis in the use of the adverbial particles such as ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ of Chinese Korean learners
Korean adverbial particles ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ are commonly used grammatical elements which have various semantic functions. In addition, Many learners' errors are discovered by Chinese Korean learners due to the similarities and differences between Korean adverbial particles and Chinese propositions in distinguishing the Korean adverbial particles ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’. This research not only specifies the various semantic function of four particles ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ and their correspondence with Chinese propositions but also analyzes the errors of Chinese learners in use of ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ and This analysis leads to suggest effective educational methods
In chapter 2, the theoretical basis of Korean adverbial particles and Chinese propositions is introduced. So, the concepts and characteristics of Korean adverbial particles and Chinese propositions is investigated and inquired into their subdivisions, and then is dealt with the similarities and differences of adverbial particles ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’.
In chapter 3, the procedures and procedures for selecting these four Korean adverbial particles are presented. And the Chinese propositions corresponding with ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ is examined. In other words, The various meanings of ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ are investigated corresponding with Chinese and then, Example sentences for each meanings of ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ are presented according to each meaning and finally, the Chinese expressions corresponding to the example sentences by the meanings of ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ are selected for review. The process of corresponding ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ with the Chinese proposition results that there are some correspondences and not correspondences between Korean adverbial ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ and Chinese propositions
In chapter 4, the research investigates the aspect of errors occurred when Chinese learners use Korean adverbial particles, and analyzes the cause of errors based on the survey.
In chapter 5, the educational methods for ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ are surveyed by applying the effective focus-on-form educational methods based on the survey for Chinese learners in the chapter 4.
Since more and more Chinese Learners learn Korean and this is the time to devise many kinds of educational methods. If we train Chinese Learners learning Korean, focusing them on grammatical commonness & difference between Korean and their mother tongue, rather than unilaterally teaching grammar characteristics of Korean, they will find it easier to understand. In addition, use of the focus-on-form technique for them to have repetitive practice and compose new sentences on their own will improve their communication ability in Korean.
Key Words : Korean Language Education, Chinese Learners, Korean Adverbial Particles, Chinese Propositions, Contrastive Analysis, Error Analysis, Focus-on-form Teaching Methods.
Abstract
The purpose of this research is to propose educational methods applying the results of the error analysis in the use of the adverbial particles such as ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ of Chinese Korean learners
Korean adverbial particles ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ are commonly used grammatical elements which have various semantic functions. In addition, Many learners' errors are discovered by Chinese Korean learners due to the similarities and differences between Korean adverbial particles and Chinese propositions in distinguishing the Korean adverbial particles ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’. This research not only specifies the various semantic function of four particles ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ and their correspondence with Chinese propositions but also analyzes the errors of Chinese learners in use of ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ and This analysis leads to suggest effective educational methods
In chapter 2, the theoretical basis of Korean adverbial particles and Chinese propositions is introduced. So, the concepts and characteristics of Korean adverbial particles and Chinese propositions is investigated and inquired into their subdivisions, and then is dealt with the similarities and differences of adverbial particles ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’.
In chapter 3, the procedures and procedures for selecting these four Korean adverbial particles are presented. And the Chinese propositions corresponding with ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ is examined. In other words, The various meanings of ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ are investigated corresponding with Chinese and then, Example sentences for each meanings of ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ are presented according to each meaning and finally, the Chinese expressions corresponding to the example sentences by the meanings of ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ are selected for review. The process of corresponding ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ with the Chinese proposition results that there are some correspondences and not correspondences between Korean adverbial ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ and Chinese propositions
In chapter 4, the research investigates the aspect of errors occurred when Chinese learners use Korean adverbial particles, and analyzes the cause of errors based on the survey.
In chapter 5, the educational methods for ‘e’, ‘eseo’, ‘ege’, ‘(eu)ro’ are surveyed by applying the effective focus-on-form educational methods based on the survey for Chinese learners in the chapter 4.
Since more and more Chinese Learners learn Korean and this is the time to devise many kinds of educational methods. If we train Chinese Learners learning Korean, focusing them on grammatical commonness & difference between Korean and their mother tongue, rather than unilaterally teaching grammar characteristics of Korean, they will find it easier to understand. In addition, use of the focus-on-form technique for them to have repetitive practice and compose new sentences on their own will improve their communication ability in Korean.
Key Words : Korean Language Education, Chinese Learners, Korean Adverbial Particles, Chinese Propositions, Contrastive Analysis, Error Analysis, Focus-on-form Teaching Methods.
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