There are a number of Korean grammars that are commonly and frequently used when the learners of Korean talk or make a sentence in Korean. They are easy to understand the meaning, have less morphological restriction, and can be used in a variety of di...
There are a number of Korean grammars that are commonly and frequently used when the learners of Korean talk or make a sentence in Korean. They are easy to understand the meaning, have less morphological restriction, and can be used in a variety of discourse situations. On the other hand, there are a group of grammars that are hardly used by advanced Korean learners, even though they have already studied the grammars in their beginner and intermediate level. The representative examples include passivity, causation and indirect speech (indirect quote) and the like. The learners feel pressured and hesitate to use such grammars very often, and it is because they may have difficulty in understanding the meaning of such grammars and do not know the right situation to use them, or they may be uncomfortable in composing a sentence because of the morphological and syntactic restrictions of them. However, it is difficult to find a research about the reason why Korean learners avoid certain grammar in Korean grammar education, and there is no research about education methods to deal with the problem yet.
The importance of grammar education, along with vocabulary education, cannot be neglected when learning a foreign language. Communication- centered teaching methods have been introduced and widely used in Korean education, and therefore the importance and portion of grammar education have been reduced. However, some people point out that it hindered the accuracy of the learners. The sentences of learners are tend to awkward and limited in richness, because they try to digest all expression areas (speaking and writing) by using only a few grammars they do not feel burdensome and easy to use. Moreover, they often use low-level syntax items out of keeping with their Korean level in speaking and writing, in order to not make mistakes because of the burden about grammar. The learners feel difficulties in using certain grammars and do not use them often, or try to use an alternative grammar and make awkward sentences, because they lack of the situation and the context in which the grammar is used and of practice on its usage. Therefore, we should prioritize the understanding of situation and context in grammar education, and the textbook should be made considering the exercise activity for using in the actual communication conditions. Now it is the time to develop a teaching method to utilize the grammar suit to the situation and the context, rather than only learning about the grammatical knowledge like the meaning, morphological changes and restrictions.
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