The goal of teaching Korean as a foreign language is to teach learners to communicate correctly. To communicate smoothly in interpersonal relationships, it is necessary to accurately understand euphemisms in daily language to avoid misunderstandings. However, due to the language and cultural differe...
The goal of teaching Korean as a foreign language is to teach learners to communicate correctly. To communicate smoothly in interpersonal relationships, it is necessary to accurately understand euphemisms in daily language to avoid misunderstandings. However, due to the language and cultural differences between Korea and China, it is not easy for Korean learners to accurately understand and use euphemisms appropriately in interpersonal communication. Therefore, it is required for Chinese students to learn to use correct Korean euphemisms for harmonious communication. Based on the previous studies, most of the studies related to Korean euphemisms focus on the concepts, types, functions, and comparative studies of Korean and Chinese euphemisms. It can be observed that there is still a lack of research on teaching Korean as a foreign language in the classroom. Therefore, the purpose of this article is to propose a teaching method for Chinese learners to learn Korean euphemisms. The second chapter summarizes the concepts and classifications of Korean-Chinese euphemisms and determines the scope of euphemisms in this study. The next analyzed the causes of euphemisms and compared and analyzed the euphemisms of lexical units of meanings of Korean-Chinese. Through the above theoretical background combing, the foundation of this research is laid. The third chapter first selects the Korean textbooks being used by Korean educational institutions and analyzes the frequency of euphemisms used in the textbooks. Then, based on the analysis of textbooks, a survey on the acquisition and use of Korean euphemisms was conducted on 50 Chinese middle&high-level Korean learners studying in Korea, revealing the reasons why the learners used euphemisms incorrectly. The fourth chapter combines the factors that are taken into account in Korean euphemism education, based on the results of textbook analysis and learner error analysis, and proposes an education plan for Chinese learners to learn Korean euphemism. And according to the PPP teaching model, the five stages of “introduction-presentation-practice-production-conclusion” are adopted to design the education plan. This will be an example of how to educate Korean euphemisms in the future. The significance of this study is to investigate the use of euphemisms by Chinese learners through the Discourse Completion Test, also on this basis, deduce the informative content and propose educational programs. Since this is an expression that intermediate and advanced learners cannot accurately understand, this educational program is expected to produce effective results when used as euphemism learning.
The goal of teaching Korean as a foreign language is to teach learners to communicate correctly. To communicate smoothly in interpersonal relationships, it is necessary to accurately understand euphemisms in daily language to avoid misunderstandings. However, due to the language and cultural differences between Korea and China, it is not easy for Korean learners to accurately understand and use euphemisms appropriately in interpersonal communication. Therefore, it is required for Chinese students to learn to use correct Korean euphemisms for harmonious communication. Based on the previous studies, most of the studies related to Korean euphemisms focus on the concepts, types, functions, and comparative studies of Korean and Chinese euphemisms. It can be observed that there is still a lack of research on teaching Korean as a foreign language in the classroom. Therefore, the purpose of this article is to propose a teaching method for Chinese learners to learn Korean euphemisms. The second chapter summarizes the concepts and classifications of Korean-Chinese euphemisms and determines the scope of euphemisms in this study. The next analyzed the causes of euphemisms and compared and analyzed the euphemisms of lexical units of meanings of Korean-Chinese. Through the above theoretical background combing, the foundation of this research is laid. The third chapter first selects the Korean textbooks being used by Korean educational institutions and analyzes the frequency of euphemisms used in the textbooks. Then, based on the analysis of textbooks, a survey on the acquisition and use of Korean euphemisms was conducted on 50 Chinese middle&high-level Korean learners studying in Korea, revealing the reasons why the learners used euphemisms incorrectly. The fourth chapter combines the factors that are taken into account in Korean euphemism education, based on the results of textbook analysis and learner error analysis, and proposes an education plan for Chinese learners to learn Korean euphemism. And according to the PPP teaching model, the five stages of “introduction-presentation-practice-production-conclusion” are adopted to design the education plan. This will be an example of how to educate Korean euphemisms in the future. The significance of this study is to investigate the use of euphemisms by Chinese learners through the Discourse Completion Test, also on this basis, deduce the informative content and propose educational programs. Since this is an expression that intermediate and advanced learners cannot accurately understand, this educational program is expected to produce effective results when used as euphemism learning.
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