ABSTRACT A study of Teaching-Learning Methods in Morpheme ‘-eot-’ for Korean Language Education Lee Yun Jin Department of Korean Language & Literature The Graduate School of Seoul Women’s University This study is to look into how... ABSTRACT A study of Teaching-Learning Methods in Morpheme ‘-eot-’ for Korean Language Education Lee Yun Jin Department of Korean Language & Literature The Graduate School of Seoul Women’s University This study is to look into how teaching for tenses are done in Korean language education since the debate about a system of Korean tenses continues. While researching a debate on how to divide the Korean tenses’ system, this study focuses on ‘-eot-’ considered as the center of the controversy. Because among many researchers, the view that the Korean tenses’ system is a confrontation between ‘past’ and ‘anti-past’ based on ‘-eot-’ can be found. In chapter 1, the objective of the study is elaborated and precedent studies are reviewed in detail, leading to set up research methods. In chapter 2, the definition of ‘-eot-’ in four categories of Tense, Aspect, Tense-aspect, Modality and how they can be defined and limitations showed when it is defined in four categories are studied. As a result of researching the four categories, when the morpheme ‘-eot-’ representing the meaning of Past in Tenses , that of completion in Aspects, that of both Past and Completion in Tense-Aspect, that of conviction in Modality, the reason that researchers have different views is because it is difficult to separate each of ‘-eot’s into one category clearly. In other words, all of four possible interpretations have each point of validity. That is to say it is not just an issue for merits. Thus, teaching-learning of ‘-eot-’ that has various applications in various communications shall be done in Korean language education that aims at smooth conversations. Therefore this study proceeds in the next chapter upon the premise that all of the applications in four categories shall be taught and learnt. In chapter 3, Korean language text books from 9 Korean language institutes are analyzed to see how teaching and learning of ‘-eot-’ are implemented. The analysis is based on how effectively the ‘-eot-’ can be taught and learnt. The first analysis criterion is whether presenting the grammatical forms related to ‘었’ identical in one text book. The second analysis criterion is whether the related grammatical forms in the textbooks offer all of the categories, Tenses, Aspects, Tense-Aspects, Modality. Lastly, the third analysis criterion is to study if the combined with a morpheme ‘-eot’ and the not-combined are suggested and if the meanings and applications of grammatical forms changed by ‘-eot-’ are included in the text books. With these three criteria, the result of analyzing 9 Korean language textbooks are as follows. 1) Even though the suggested grammar form is different in each textbook, it should be identical in one textbook. The study showed cases otherwise. By presenting the grammatical forms related to ‘-eot-’ identical, textbooks shall show that ‘-eot-’ is a morpheme that has various applications and meanings. 2) Only 4 textbooks out of 9 include ‘-eot-’s usages in Tenses, Aspects, Tense-Aspects Modalities. As mentioned before, teaching and learning of ‘-eot-’ in the 4 applications is considered to be necessary for Korean learners aiming at clear communication. 3) Finally, each book succeeds in leading students to know the applications of ‘-eot-’ by showing examples with or without ‘-eot-’ at more than 90% in each textbook. 90% of forms combined with '-eot-’ has their previous forms without ‘-eot-’ in each textbook. After the previous forms suggested, the forms with ‘-eot-’ are shown. After that, the five suggestions considered to be important for teaching and learning effectively and teaching plans for ‘-eot-’ in the four categories are designed. The five suggestions are 1) Identical forms to be provided, 2) ‘-eot-’ in four categories to be provided, 3) Forms with and without ‘-eot-’ to be examined to study applications of ‘-eot-’, 4) Teaching plans to be suggested to include speaking, listening, reading, writing, 5) Teaching plans to be practical to be used in common language. It is necessary to choose four grammatical forms and arrange the order of suggestions. Thus, the most frequently suggested forms are chosen in each category. The order of suggestions is based on TOPIK’s evaluation base. As a result, it is in order of ‘-었-’ in Tense category, ‘-었으면 좋겠다’ in Modality category, ‘-었더니’ in Aspect category, ‘-었었-’ in Tense-Aspect category. Moreover, The both methods of bottom-up and top-down are suggested since the method of bottom-up is not effective enough for every grammatical form. ‘-었-’ in Tense category and ‘-었으면 좋겠다’ in Modality category are suggested for the former. ‘-었더니’ in Aspect category and ‘-었었-’ in Tense-Aspect category are suggested for the latter on basis of precedent studies. Therefore, this study is designed for practical teaching and learning model on the basis of the discussed five criteria. This study is meaningful in the following aspects. The ‘-eot-’ is a form that has to be taught and learned for Korean language learners to have clear communication Because the morpheme, ‘-eot-’, is frequently used. At the same time, ‘-eot-’ can cause confusion to Korean language learners and teachers because it is still a controversial form that has various applications and meanings in Korean linguistic academic world. Thus, this study is meaningful to provide four categories related to ‘-eot-’ clearly and suggestions of teaching and learning method for Korean language learners. If actual classes are arranged by the teaching play composed in this study and the result is analyzed, the more actual proposals will be possible. But this procedures are left as the next task. ，韩语论文范文，韩语论文网站 |
