This dissertation explores the different word order between Korean and English in symmetrical mirror image phenomenon to reduce and overcome word order errors made by English native speakers learning Korean. Ultimately, the purpose of this study is to...
This dissertation explores the different word order between Korean and English in symmetrical mirror image phenomenon to reduce and overcome word order errors made by English native speakers learning Korean. Ultimately, the purpose of this study is to develop and improve Korean proficiency of English native speakers in learning Korean by analyzing the survey results drawn through four different experimental data and to design some teaching methods and techniques for the education of word-order including integrated grammar patterns which can be performed with audio-visual materials such as OHP(Over Head Projector) or PowerPoint.
It is said that if the target language belongs to the same typological classification of languages like learners' mother tongue in learning foreign languages, the learners would get to learn the target language smoothly in contrastive linguistics. In the field of Korean Language Education as a foreign language, however, this point has not been paid attention carefully as most of Korean classes have consisted of specific nationality background students who are usually from Asia. That is why there are not enough data to collect interlanguages of a variety of learners and examine it. So, the subject matter of study for researchers has been limited as well. Accordingly, the first introduction chapter shows that most of studies related on word order are not developed for English native speakers in quality and quantity in Korean Education although Korean Education as a Foreign Language has increasingly reformed and growed in academic achievement with separation of the field of Korean Education for Korean native speakers.
Chapter 2 reviews constituents of sentence between Korean and English in contrastive linguistics in the view of language typology.
Specifying syntactic structures is important to study different word order between Korean and English. So, this chapter contains basic word order in sentences for each of Korean and English and contrasts and compares the word order of main structural and functional features in syntax between the two languages. This description is useful and helpful to support the explanation of the errors and their causes generated by English native speakers learning Korean in beginning. Therefore, it is discussed in three parts, one is about basic word-order and the other is about the relations of main constituents and subconstituents in the general structure of Korean and another is about the relations of inter-subconstituents comparing English ones.
The next chapter 3 provided the aspects on word-order errors drawn from the survey for Korean learners of English and analyzed the causes and results of them. In other words, their errors were carried out and classified into 10 to 11 types of grammar and grammar pattern learning based on unmarked word order in Korean sentences, such as adverbial phrases of location, derivative adverb ·많이[mani]·same as ·a lot·in English, adverbial phrases of time, adverb phrase ·-하고 같이[-hago gachi]' corresponding to prepositional phrase ·with whom·, wrong order of constituents, negative adverb ·안[an]·same as ·not·, auxiliary particle ·-만[man]·which means ·only·, quantifier noun phrase, wrong order in adverbial phrases, wrong order in the expression sentence pattern ·(시간/분)이～걸리다·which means·It takes ___hour(s)/minute(s).Moreover, the learners participated in the survey noticed the difference of work order between Korean and English and recognized the importance of learning Korean word order. Besides, performing the education of Korean word order is overlooked in many situations even though most of them wanted to start learning the difference of word order between the two languages at the beginning level.
In subsequent chapter 4, the teaching method for performing the education of Korean word order for English native speakers was presented practically through audio-visual materials to facilitate input with a focus on being interactive. It is related to the effects of input enhancement. This theory proposes that people can hold their memory longer using five senses. Also, it helps them understand the texts systematically as showing them unconsciously as the learners will respond automatically in a planned and intended lesson in interactions of their teachers. After all, this interactive process would proceed in a spiral.
In conclusion, this study has explained the causes of Korean word order errors produced by Korean learners of English, emphasized the significance of mentioning the difference of word order between the two, insisted on the need of teaching Korean word order for learners in real class whose mother tongue is different from Korean word order in order to minimize difficulties in learning Korean and newly proposed the teaching principle and methods including techniques only for English native speakers. Nonetheless, this teaching methods in this study have not been proved in real and learners are limited at the beginning level. Therefore, endless follow-up studies are required continually.
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