This study aims to investigate effective way of teaching Korean causatives for Kazakh Learners through contrastive analysis between causative constructions in Korean and Kazakh languages. As effective method of teaching grammatical form in context of ... This study aims to investigate effective way of teaching Korean causatives for Kazakh Learners through contrastive analysis between causative constructions in Korean and Kazakh languages. As effective method of teaching grammatical form in context of communication this study uses Focus on form approach. The work is divided into five main sections. The first chapter shows the purpose of this study, research methods and analysis of the previous studies on causative constructions and Focus on form approach in Korean classes for foreigners. The concept of causative construction is provided in second section. Causatives expresses the causer causing of forcing causee to perform an action or to be in certain condition. In this chapter, the causative construction system of both languages is analyzed. In the third chapter, the features of Korean causative constructions are investigated in comparison to the characteristics of Kazakh. At first, the causative constructions of both languages are compared with each other, and similarities, differences among the causative constructions and possible use of results in teaching Korean causative constuctions for Kazakh speaking students. This study compared the characteristics of causative constructions in Kazakh and Korean using morphological, syntactical and semantic analysis. Since Korean and Kazakh belongs to Agglutinative languages in morphological analysis there was not find special differences. Korean and Kazakh languages employ the same ways of making causative constructions, namely morphological causative, syntactic causative. The difference in ways of making causative constructions is ‘시키다’ causative constuction in Korean and helping causative in Kazakh. However in syntactic structure of causative sentences we found differences in causee’s case marker if verb of the sentence is transitive. In Kazakh language as case marker of causee uses only Accusative or Dative, but in Korean can be used adverbial case markers and the nominative case, the objective case as well. In the fourth chapter, the model of instruction of Korean morphological and syntactic causatives for Kazakh learners is designed. This instructional model based on Focus on Form Approach as an effective method in teaching grammatical forms. ，韩语论文题目，韩语论文范文 |
