As the case particle is used or omitted depending on the environment, learners of Korean may make errors in the use of the case particles if they do not correctly understand it. Accordingly, learners of Korean shall fully understand the principle of t... As the case particle is used or omitted depending on the environment, learners of Korean may make errors in the use of the case particles if they do not correctly understand it. Accordingly, learners of Korean shall fully understand the principle of the use of case particle as well as the time when the case particles are realized or omitted depending on the environment in order to communicate smoothly in Korean. Especially, in case of the adnominal case, the pronunciation of ‘의’ is allowed as that of [ㅔ] according to Article 5 of Standard Pronunciation Method. Due to this provision, even native Korean speakers often make errors that they use the adverbial case of ‘에’ in the place of the adnominal case of ‘의’. We can find out that the same errors happen to learners of Korean. First of all, as the research on the grammar on the adnominal particle ‘의’, there was a study made by Kim Gi-Bok(1997) who tried to find out the essence of ‘의’ and a study conducted by Kim Chang-Sup(2008) who showed that the grammar of ‘의’ is different between oral and written usages. But there have been no studies which handled the error of the adnominal particle ‘의’ only. Therefore, the researcher checked the prior studies which handled the error of ‘의’ in the studies which handled the particle and case particle. In this study, for the general analysis of the pattern in the marking of case particles and the study on adnominal particle ‘의’, the researcher has checked the prior studies to find out (1) the discussion on the errors of case particles by year and (2) discussion on the meaning and educational method of the adnominal case by year. The goals of finding out the errors of case particle ‘의’ is because (1) there have been a lot of errors in the actual misuse of ‘의’ for learners of Korean and (2) other particles were often used instead of ‘의’, thus creating wrong sentences which are hard to understand. If the learners of Korean use the wrong sentences, they may not complete the composition task in a right way and they cannot communicate smoothly in writing using letters or email. In addition, the additional reason why I focused on adnominal case ‘의’ is because as found in the questionnaires, even the Korean native speakers often make the similar errors. The learners of Korean may make the same errors following the errors made by Korean native speakers. Therefore, it is necessary to teach the correct things to learners of Korean. To solve these problems, the researcher has suggested in this how to solve the written errors focusing on the case when the written error of adnominal particle ‘의’ prevents smooth communication. To handle the written error of adnominal particle ‘의’, the researcher has summed up the meaning and usage of the adnominal particle ‘의’ and analyzed the textbooks of Korean used in major colleges in Seoul to check out how the ‘의’ is used. Next, I have made the questionnaires to the learners of Korean to find out how the written errors are made and what are the root cause of the errors. In the analysis of the Korean textbooks and the questionnaires, I have also checked the usage of the adverbial particle ‘에’ because there have been many cases in which the ‘의’ is wrongly replaced with ‘에’. So, there was the need to find out the cause of the wrong usage of it. In addition, it is because as the root cause of the error in ‘의’, the suggestion of the educational sequence of ‘의’ and the frequency and principle of ‘의’ are closely related to the adverbial particle ‘에’. In this study, based on the findings from the analysis of Korea textbooks and the questionnaires, the researcher has suggested the educational sequence, frequency and principle of ‘의’. First of all, the educational sequence of ‘의’ is as follows. The ‘에’ shall be taught to the learner earlier than ‘의’. It is because the verbs meaning the moving such as ‘가다’ and ‘오다’ appeared in the front pages of the textbooks and that the particle corresponding with these verbs is ‘에’. However, some textbooks handled ‘의’ before the grammar on ‘의’ is described. In this case, it would be better that the sentences using ‘의’ are used after the grammar on ‘의’ is described. In addition, the suggestion on the frequency and principle of ‘의’ is as follows. First, the frequency and weight of ‘의’ shall be more taught. Second, the meaning and usage of ‘의’ shall be taught in diverse ways. Third, the meaning and usage of ‘의’ shall be correctly taught. Fourth, the principle and allowance of ‘의’ shall be clearly suggested. Fifth, the voluntary realization of ‘의’ shall not be proposed to beginners. Sixth, the examples shall be suggested in the forms of sentences when the grammar of ‘의’ is explained. The researcher hopes that the findings in this helps the learners of Korean to correct their wrong use of the adnominal particle ‘의’ and that they can have good communication in Korean with the correct use of the adnominal particle ‘의’. ，韩语毕业论文，韩语毕业论文 |
