The purpose of this study is to establish a basic study material to be applied in the field of Korean language education by identifying acquisition aspect and order of Thai students in learning Korean adverbial postposition ‘ei.’ There are several... The purpose of this study is to establish a basic study material to be applied in the field of Korean language education by identifying acquisition aspect and order of Thai students in learning Korean adverbial postposition ‘ei.’ There are several reasons for Thai students experiencing difficulty in acquiring the adverbial postposition ‘ei.’ First, the adverbial postposition ‘ei’ has both different and similar meanings to other postpositions, which is difficult for Thai students to distinguish different meanings. Second, Thai language is an isolated language which does not have a postpositional system in the language. Therefore, Thai students are not familiar with the use of the adverbial postposition ‘ei,’ and it is difficult when studying the Korean language. Third, the education curriculum is the problem. In Korean language materials, ‘ei’ is defined in simple term, and they lack explanation and meanings. Especially when the meaning is similar to other postpositions, the study material does not elaborate in their differences. Therefore, the students cannot accurately comprehend the use of ‘ei,’ and they make mistakes when using in their daily life. This study was conducted with 50 Thai students learning Korean and based on the data collected from Grammaticality Judgment Test, following questions are researched. First, does students’ native language affects the acquisition order for the adverbial postposition ‘ei’ or is it due to universal acquisition order. . Second, what is the acquisition aspect per definition of the adverbial postposition ‘ei’ in Thai students learning Korean. For this study, the definition of the adverbial postposition ‘ei’ was classified into eight groups: [place], [time], [destination], [cause], [unit], [subject], [tool], and [standard], and the acquisition aspect and acquisition order of Thai students were evaluated by target-like use analysis and implicational scaling. In the result, the accuracy obtained from the target-like use analysis indicated 77.5% for [place], 94.63% for [time], 83.08% for [destination], 67.82% for [cause], 88.24% for [unit], 65.05% for [subject], 28.37% for [tool], and 75% for [standard]. Consequently, the acquisition order of the adverbial postposition ‘ei’ is in the order of [time] → [unit] → [destination] → [place] → [standard] → [cause] → [subject] → [tool]. Additionally, the acquisition order obtained from the implicational scaling evaluation was [time] → [unit] → [destination] → [place] → [standard] → [cause] → [subject] → [tool], which is similar to the acquisition order based on the accuracy. The acquisition order of the adverbial postposition ‘ei’ in this study is similar to the acquisition order of Chinese students learning Korean; however, there seems to be a difference in correlation due to current Korean teaching material. Furthermore, the acquisition aspect of ‘ei’ of Thai students is affected by the confusion with ‘eiseo,’ ‘eigei,’ ‘(eiu)ro’ for their similarity, their native language, misunderstanding of connecting structure of ‘ei,’ and overly generalized use of ‘ei,’ which may lead to deletion , substitution , and addition errors. This study is composed of five chapters, and each chapter is summarized as below. Chapter 1 proposes the purpose and necessity of this study, review of precedent studies, and issues about the study. Chapter 2 reviews the theoretical background for this study. Five dictionaries were analyzed for the definition of the adverbial postposition ‘ei,’ and the definitions were classified according to their meaning. Following study materials published by three different Korean education institutes were analyzed for the adverbial postposition ‘ei’ being taught in Korean language education. Lastly, current issues for Korean study material. Chapter 3 describes the study method and study procedure of this study. This study was conducted with 50 Thai students whom graduated from Korean language department in S University in Thailand. Also, Grammaticality Judgment Test was conducted based on the definitions of ‘ei’ classified in chapter 2. Then, data analysis method was selected, and standards were set for error description. Chapter 4 evaluates the acquisition aspect and acquisition order of ‘ei’ from Thai students by conducting the Grammaticality Judgment Test. Data were analyzed after data collection was finalized. First, accuracy was obtained from target-like use analysis. Then, based on this accuracy, the acquisition order was deducted. Then, the acquisition order was deducted by the implicational scaling, and it was compared to the acquisition order based on the accuracy. Furthermore, the acquisition order deducted from the accuracy and implicational scaling evaluation was compared to the acquisition order of other foreign national students and current teaching order of the Korean language study materials. Finally, the error of Grammaticality Judgment Test was analyzed. Chapter 5 proposes the conclusion of this study, and raised the significance and limitations of the study. 참고문헌 (Reference) |
