This thesis is to study the error analysis of loanword spelling in Korean for Thai learners and application strategies on the loanword orthography between in Korean and in Thai. Like the Korean language, the Thai language has a large number of loanwo...
This thesis is to study the error analysis of loanword spelling in Korean for Thai learners and application strategies on the loanword orthography between in Korean and in Thai. Like the Korean language, the Thai language has a large number of loanwords from the English langauge, so the differences between the Korean’s and Thai’s loanword orthography not only make the same English loanwords look different but also cause frequent spelling errors when Thai learners learn English loanwords in Korean. For example, the word bus is spelled and pronounced as ‘บัส[bat]’, ‘video is ‘วิดีโอ[wideeo:h]’, and ‘Christmas’ is ‘คริสต์มาส [kʰritma:t]’ in Thai, but in Korean, bus is spelled and pronounced as버스[bəsɨ], video is비디오[pitio], and Christmas is 크리스마스 [kʰɨrisɨmasɨ] respectively.
As a result, these differences of the English loanwords between both langauges can be applied to teach Thai learners English loanwords in Korean by comparing them. It will be helpful to devise application strategies of Korean’s Loanword Orthography as the complementary way to correct these errors.
In chapter 2, after the definition of loanwords both in Korea and in Thai checked and understood, Korean’s loanword orthography and Thai’s loanword orthography are also examined closely and both are compared with what is similar and what is different. Especially, in the Thai language there is no such word as ‘consonant / glide / vowel / (consonant)’, there is no word which has syllable-end consonant clusters, and glide [w] and [j] in post-nuclear position play the same role of consonants in post-nuclear position.
In chapter 3, after a test about English loanwords in Korea is taken for Thai students of the department of the Korean language in Srinakarin Wirot University, Bangkok, the spelling errors of them are analized according to consonants and vowels in Korean.
In chapter 4, applicaton strategies on loanword spelling in Korean based on error analysis from chapter 3 are considered to make for Thai learners of the Korean language. It is suggested that if Korean teachers know the rules of the loanword orthography in Thai when they teach Korean to Thai learners, it is easier and more helpful for them to understand and teach Thai learners than for those who don’t know the rules in Thai. So, dictation methods are used to practise correcting the errors of Enlgish loanwords in Korean.
In conclusion, this thesis started with interest in the differences between English loanwords in Korean and Thai although they are loaned from the same Enlgish words. Thai learners of the Korean language may have difficulty in communicating with Koreans because they use English loanwords in Thai as they are. Therefore, it is thought to be a good strategy to compare both rules of loanword orthography in Korean and Thai when Korean teachers teach Thai learners the Korean language. As there have been no theses about application strategies on loanword spelling for Thai learners so far, I hope that this thesis is helpful to Korean teachers as well as Thai learners.
，韩语论文范文，韩语毕业论文 |
