This study aims to recognize necessity for teaching loanwords of which use by Koreans is rapidly being increased and establish effective teaching methods in order to support Korean learners in their learning of loanwords.
Regarding education for lo...
This study aims to recognize necessity for teaching loanwords of which use by Koreans is rapidly being increased and establish effective teaching methods in order to support Korean learners in their learning of loanwords.
Regarding education for loanwords, education for changed loanwords, education for loanwords within language functions, and education for loanwords using marks and semantic fields are verified to be effective through a survey with Korean learners and teachers.
Before the decisive research, basic discussion on loanwords was conducted by examining the concept of loanwords and the aspects of semantic and pronunciation changes. According to the result of the research, it has been found that the meanings of loanwords settled down in Korea can be subdivided into the case of extension from the original meaning, reduction from the original meaning, new generation of vocabulary which does not exist in original language, and the rest with complex aspects of extension and reduction. Also, according to the result of conducting a previous survey on loanwords with Korean learners, it has been found that the learners have difficulty in the pronunciation as well as the semantic area of the loanwords. Thereupon, this study has examined separately the vowel length, lateralization, nasalization, strengthening of compounds, and /ㄴ/ addition which quite distinctively show pronunciation changes of loanwords.
The previous loanword education for Korean learners just focused on following the list of loanwords or marks of loanwords. Thereupon, this article integrates all the surveys on the frequency of using loanwords with 100 Korean learners as well as researches by Jo Nam Ho (2003) and Seo Sang Gyu (2006) to establish the list of loanwords having high frequency of use in Korea.
In order to examine precisely the status of teaching Korean loanwords, this conducts a survey to Korean learners and teachers. First of all, according to the result of the survey on loanword learning with Korean learners, 91.7% learners hope to learn loanwords in class afterwards and 68.3% answer they have difficulty in learning loanwords; thus, for efficient Korean education, it is needed to conduct loanword teaching in Korean class. Also, 53.3% learners choose listening and reading, the areas of comprehension, as the language areas that can help loanword learning, and this implies the oughtness of loanword teaching using language areas. The loanword parts that the learners show the greatest difficulty are pronunciation and meaning, and it is 63.4%.
59.3% Korean teachers answer that the most difficult loanword area to teach is pronunciation, and this shows the similarity to the result of the survey to learners. This shows that the pronunciation of loanwords is a difficult area in both teaching and learning. 74.0% teachers answer that loanwords help listening and reading, the areas of comprehension in Korean, and this corresponds to the result of learners. However, according to the result of the general survey to Korean teachers, they show less recognition on the necessity of loanword education than learners, so it is necessary to conduct loanwords education according to the demand of learners.
According to the result of summarizing advanced researches on loanwords, researches on the frequency of using loanwords by Koreans, and the survey with Korean learners and teachers, this study has designed the list of learning loanwords for foreigners. And within it, this study separately extracts the list of loanwords with changed meaning and pronunciation. Designing the list of changed meaning and pronunciation within the vocabulary for teaching helps learners and teachers for more effective learning of loanwords and contributes to the improvement of learners’ overall Korean proficiency including vocabulary. Since the loanword vocabulary with changed meaning from the original language is quite hard to be recognized by the learners, it is especially essential to provide the list of those.
Based on the list of loanwords established, this suggests largely three methods to teach loanwords. The first is to teach changed loanwords, and this teaching method differs by whether the loanword has changes in either meaning or pronunciation. Second, this suggests a learning method of loanwords in the areas of listening and reading which both the learners and teachers say as the most helpful linguistic areas to learn loanwords. Third, it designs a teaching method for loanwords using the marks and semantic field. The examples of learning activities using loanword marks are established with pictures, and the overall loanword list designed is divided into the areas of food, clothing, and shelter, places, language, traffic, machinery, broadcastingㆍcommunication, business affairsㆍtasks, medicine, sports, music, art, concerts, jobs, units, plantsㆍanimals, beauty care, raw materials, and usual vocabulary so that this research can proceed further than any other study before.
This study designs the list of loanwords with changed meaning or pronunciation and also the list of loanwords with high frequency of use by Koreans for loanword education for Korean learners and suggests largely three methods of teaching according to it. This study is significant in that it designs the list of loanwords based on various advanced researches and surveys with more improvement from the previous research and suggests diverse methods according to it.
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