This study purposes to compare and analyze the usage patterns of the postpositions ‘에’ (hereafter Romanized as ei; [e] in the International Phonetic Alphabet, or IPA) and ‘에서’ (hereafter Romanized as eseo; [e sɚ] in IPA) in simple ... This study purposes to compare and analyze the usage patterns of the postpositions ‘에’ (hereafter Romanized as ei; [e] in the International Phonetic Alphabet, or IPA) and ‘에서’ (hereafter Romanized as eseo; [e sɚ] in IPA) in simple and complex sentences among Chinese learners of the Korean language at intermediate- and/or advanced level, and thereupon to introduce an educational method by which their application of those postpositions in complex sentences will be improved. It should be noted that usage errors of these postpositions occur quite frequently, even among intermediate- and advanced-level learners. At these levels, students not only use simple sentences but also put into practice complex sentence patterns. Increased use of complex sentences correlates with increased errors in the usage of ei and eseo in these structures. Previous studies, however, tended to focus only on the meaning and function of the postpositions that their discussion remained limited largely to postpositional use in simple sentences. They did not go far as to provide educational insight regarding the application of ei and eseo in complex sentence patterns, notwithstanding the fact that intermediate and advanced learners require a higher-level instruction on how to apply these postpositions properly in the said structures. Therefore, since there is an apparent need for educating learners at these levels with regard to postpositional usage, this study seeks to propose an educational plan that would aid students to become more capable of correctly applying ei and eseo in complex sentences. The aforesaid educational plan is based on a comparative analysis on students’ current understanding and usage patterns of the postpositions in complex sentences, as opposed to those in simple sentences. In order to get a concrete understanding of the usage of ei and eseo among learners, a survey was conducted regarding their application alongside different predicate structures, which was divided into: Simple Sentence Structure, Complex Sentence Structure Type 1 and Complex Sentence Structure Type 2. A total of 103 students in their second, third, or fourth years in the Korean Language Department of Y— University (Jilin Province, China) responded to the survey, bearing the following results. The overall percentage of correct answers was as thus: In Simple Sentence Structure, 63.27%, 67.15%, in Complex Sentence Structure Type 1, 42.39%, 51.29%, and finally in Complex Sentence Structure Type 2, 32.36%, 39.64%, respectively. The rate declined as the structure became more complex, which hence demonstrates that students experience more difficulty in applying ei and eseo to complex sentence structures than to simple ones. Complex Sentence Structure Type 2, in which the postposition is situated comparatively farther from the corresponding predicate, marked an especially low percentage. There was a notable rise in correct answers on simple sentence structure questions among different years, with third years scoring higher than second years and fourth years scoring still higher. However, there was little distinction among different years on complex sentence structure questions, the rate differing only by 2~5%. None of the years scored higher than 50% on the latter, which demonstrated that there is a need for instructing learners on the correct usage of these postpositions in complex sentences, since even learners in their third and fourth years still have problems applying them properly. Based on the survey’s outcome, this study suggests two teaching methods that will improve a student’s comprehension of ei and eseo usage in complex sentences: Prerequisite learning and objective learning. Prerequisite learning will ensure that the student has properly understood and internalized the knowledge of each grammatical feature that forms complex sentences, especially the postpositions ei and eseo. Then the student shall be instructed on the process by which two types of complex sentence structures containing these postpositions are constructed. Finally, student exercises designed to improve proper application of ei and eseo in complex sentences are provided. Key Words : sentence structure, a complex sentence, a simple sentence, ei(에), eseo(에서) ，韩语毕业论文，韩语论文范文 |
