ABSTRACT A Study of Subject Honorifics Teaching-Learning Methods for Korean Learners Noh Shin Young Department of Korean Language & Literature The Graduate School of Seoul Women’s University This study seeks to find teaching-learning method... ABSTRACT A Study of Subject Honorifics Teaching-Learning Methods for Korean Learners Noh Shin Young Department of Korean Language & Literature The Graduate School of Seoul Women’s University This study seeks to find teaching-learning methods for subject honorifics in the Korean language based on both textbooks teaching Korean as a foreign language and analysis of errors Korean learners make when using Korean honorifics. In chapter 1, we first reviewed our research objective and preceding research, and then examined our research subject and methodology. In chapter 2, we reviewed the concept and system of subject honorifics, as well as sociolinguistic factors for honorifics. The factors required for subject honorifics are a pre-final ending ‘-(으)시-’, a particle ‘께서’, and specific vocabulary. Of the various functions of ‘-(으)시-’, a representative expression of subject honorifics, we viewed the function of ‘subject honorifics’ as the most essential. Unlike direct honorifics which directly gives respect to the subject of a sentence, indirect honorifics gives respect to a body part, personal belonging, or a related person of the subject to be respected. Honorific restraint is a method to give respect by considering the relationships among the speaker, the listener, and other related people. We then reviewed the subject honorific system through analysis of various grammar books and research materials. In this study, we aggregated the materials and organized the subject honorific system by classifying it by forms of grammar and vocabulary. Grammar was divided again into direct and indirect honorifics. Direct honorifics were further divided into general direct honorifics and honorific restraint. General direct honorifics were divided into the pre-final ending ‘-(으)시-’ and the particle ‘께서’. Vocabulary was divided into honorific nouns and honorific verbs. Honorific nouns were divided into suffixes ‘-님’, ‘-씨’, and –분’, and specific words such as ‘진지’ and ‘연세’. Honorific verbs were divided into specific words such as ‘주무시다’, ‘계시다’, ‘있으시다’, and ‘아프시다’ which are only used in indirect honorifics. Lastly, we reviewed the sociolinguistic factors that affect honorifics through analysis of existing research. Honorifics cannot be explained merely through a linguistic perspective; the social aspect must also be considered. A review of existing research showed that various sociolinguistic factors affected honorifics. Subject honorifics can be affected by one factor or many complex factors working simultaneously. Therefore, learners must consider sociolinguistic factors if they want to use correct honorifics in conversational situations. In chapter 3, after comparing and analyzing textbooks used in Korean language education, we analyzed the types of errors that appear in learners’ writing material. Eleven types of textbooks published by universities located in Seoul were used for analysis. The analysis of the 11 textbooks is summarized as follows. 1) Subject honorifics terminology differs by textbook. However honorifics terminology differed not only by textbook, but particular terminology was used differently even within the same textbook, and this can confuse learners. Therefore, there is a need to unify terminology. 2) Grammatical descriptions of subject honorifics also differed by textbook. Most textbooks present ‘-(으)시-’ and ‘께서’ to highlight their relationship, while some textbooks present ‘께서’ separately as a grammar objective item, or do not present ‘께서’ at all. However, because there are situations where one must stand on formality or converse with someone with the utmost respect, there is a need to clearly show the relationship between ‘께서’ and ‘-(으)시-’. Additionally, there is a need to clearly outline the sociolinguistic factors for subject honorifics. If a student can be taught the sociolinguistic factors of subject honorifics, a learner will be able to communicate within the correct social context. 3) Korean language textbooks lack explanations of indirect honorifics. Indirect honorifics are almost not explained at all in Korean language textbooks. Because indirect honorifics are used frequently in real-world conversational situations it would be beneficial to teach them to learners. 4) Although the use of honorific restraint in the modern Korean language has declined, because Korea places a lot of emphasis on etiquette, there are cases where honorific restraint must be used. Therefore, there is a need to briefly explain honorific restraint. 5) Significant practice is necessary. Present control practice and significant practice so that learners can utilize in real-world conversational situations. Next, to identify the types of errors made by Korean language learners when using subject honorifics, we analyzed the corpus of learners at Yonsei University’s Korean Language Institute. We divided the subject honorifics errors into errors due to formalities and errors due to causes. Subject honorifics errors occurred most frequently in the order of ‘-(으)시-’, honorific vocabulary, and ‘께서’ regardless of whether they were beginning, intermediate, or advanced learners. The occurrence of subject honorifics errors by beginning learners accounted for 5.4% of total analyzed material. Errors of ‘-(으)시-’ accounted for 73.3%; honorific vocabulary errors for 16.5%; and ‘께서’ errors for 10.2%. Errors of ‘-(으)시-’ occurred in cases where it was not used when required and in cases where it was used when it was not required. Indirect honorifics errors also occurred. As indirect honorifics are not explained in Korean language textbooks, it can be inferred that indirect honorifics errors occur because learners do not know the grammatical concept of indirect honorifics. The ‘께서’ errors could be divided into cases where the subjective postposition ‘께서’ had been confused with the adverbial postposition ‘께’, and cases where ‘께서’ had not been used. We can infer that the errors from ‘께서’ and ‘께’ are due to similarities in form. Honorific vocabulary errors occurred in cases in which they were not used and in cases in which they were used incorrectly. It can be inferred that these cases are due to lack of study of honorific vocabulary. The occurrence of subject honorific errors by intermediate learners accounted for 8.3% of total analyzed material. The ‘-(으)시-’ errors accounted for 69.6%; honorific vocabulary errors for 22%; and ‘께서’ errors for 8.4%. Errors of ‘-(으)시-’ occurred in cases where they were not used in places that were required and in cases where they were used in places when they were not required. The sentence structure of the Korean language follows the “SOV” order. A learner may commit an error in subject honorifics usage when the learner has difficulty identifying the relationship between the subject and predicate due to differences in the sentence structure between the learner’s mother tongue and the Korean language. The ‘께서’ errors could be divided into cases where ‘께서’ is incorrectly used and cases where ‘께서’ is not used. We could also find errors where intermediate learners also confused ‘께서’ and ‘께’. Although both have the function of expressing respect, ‘께서’ expresses respect for the subject of sentence, while ‘께’ expresses respect for the adverbial component. Because the two are different grammatical items, a learner must not confuse the two. Honorific vocabulary errors can be divided into cases in which honorific vocabulary forms are not used and cases in which they are used incorrectly. The occurrence of subject honorifics errors by advanced learners accounted for 3.7% of total analyzed material. Errors of ‘-(으)시-’ accounted for 63.8%; honorific vocabulary errors for 28.7%; and ‘께서’ errors for 7.5%. Errors of ‘-(으)시-’ for advanced learners could also be divided into cases where errors occur due to not using ‘-(으)시-’, and errors that occurred due to the usage of ‘-(으)시-’. Errors of ‘께서’ occurring due to confusion between ‘께서’ and ‘께’ could also be found. However, in the cases of advanced learners, unlike beginning and intermediate learners, we could not find errors occurring due to ‘께서’ not being used. Honorific vocabulary errors occurred due to honorific vocabulary not being used. For advanced learners, no error was found due to the misuse of honorific vocabulary. In chapter 4, we searched for teaching-learning methods for subject honorifics based on the material discussed in chapter 3. We selected direct honorifics in the beginning stage, indirect honorifics in the intermediate stage, and honorific restraint in the advanced stage as target grammar items. We presented a concrete example of a lesson structure following the Western approach of the five stage “Warm-up→Presentation→Practice→Use→Follow-up” which is commonly used in the current Korean language education environment. If this study had analyzed additional composition material of learners from various Korean language education institutes, additional types of subject honorifics errors could have been identified. In addition, if the suggested method for teaching-learning was applied to an actual class and the results were available for analysis, a more practical and effective teaching method could be found. However, we leave these tasks for future research. ，韩语论文题目，韩语论文网站 |
