The purpose of this study is to investigate the practices of Korean language teaching and to find more effective ways to teach ‘counters’ to Kazakh native speakers who are learning Korean as a foreign language. There are two types of numerals in... The purpose of this study is to investigate the practices of Korean language teaching and to find more effective ways to teach ‘counters’ to Kazakh native speakers who are learning Korean as a foreign language. There are two types of numerals in Korean language: numeral nouns(or 'numerals') and numeral adjectives(or 'numerical prenominals'). Only the second type comes before and modifies the counters. Korean language has also the two types of counting/numbering system: pure Korean and Sino-Korean numbers. Depending on the counters, different numerical prenominals are selectively used. Especially the Kazakhs who are learning Korean, as they don’t have ‘counters’ categorized as a dependent noun in their own language, tend to have difficulties in learning ‘counters’ and their restricted collocation with numerical prenominals. The Kazakh does not have ‘dependent nouns’ as a part of speech and has different classifications than Korean language. There are some words, in the Kazakh language, for grouping uncountable nouns, but they are all classified as ‘independent nouns.’ Unlike the Korean language which use ‘counters’ to express the number of the subject in question, the Kazakh language use just the simple combination of numerals and the subject. (Examples: two / counters for books / books (Korean), two / books (Kazakh); two / counters for letter / letters (Korean), two / letters (Kazakh), etc.). For this study, a survey was conducted to see how Kazakh learners of Korean at their different levels (beginning, intermediate, and advanced) use the counters. The result showed that they made highest number of errors for the questions about the counters’ grammatical features and the phrase structures which are the biggest differences between the two languages. They also made quite high number of errors for the questions about the differences between numerals and numerical prenominals and the collocations of numerical prenominals and counters. Therefore, the curriculum or teaching materials, if they are for Kazakh learners, should reflect the differences between the two languages and the contents should be selected, organized, and presented accordingly. The textbooks that are currently used for Korean language teaching, present the ‘counters’ as a ‘word’ or ‘vocabulary,’ and most of their contents were selected and organized based on the language use of Korean native speakers. Without question, it is really difficulty for the Kazakh learners with different language system to fully understand and acquire the usage of ‘counters.’ The eight different Korean language textbooks, which are used as main teaching materials in most of the educational institutes in Korea and Kazakhstan, were analyzed and it was found that they all lacked essential elements to help prevent the learners from making errors. Therefore, this study, based on a thorough analysis, proposed better ways to select, organize, and present the contents centered on numerals, numerical prenominals, counters, and phrase structures, so that Kazakh learners can effectively understand and acquire the uniquely different features of Korean ‘counters’ and use them in a more context-appropriate way. ，韩语论文范文，韩语论文 |
