This study aims to improve Chinese learners' language skills in Korean “-daX” final endings by emphasizing the various meanings of “-dago”, “-dani”, “-danika” and “-damyeonseo”. This may be achieved through systematic teaching and ... This study aims to improve Chinese learners' language skills in Korean “-daX” final endings by emphasizing the various meanings of “-dago”, “-dani”, “-danika” and “-damyeonseo”. This may be achieved through systematic teaching and learning methods, so as to enhance learners’ ability to differentiate between the two similar endings in semantic functions of the language. Besides the function of ending a sentence, the “-daX” final endings have different pragmatic meanings in discourse. This is due to various factors, such as the source of spoken information and the speaker’s psychological attitude, intonation and speech intention, which make “-daX” final endings more difficult for Chinese learners to acquire. Therefore, in this , I, as a researcher, intend to analyze the most frequently used endings (“-dago”, “-dani”, “-danika” and “-damyeonseo”) in daily conversation by examining the differences in their morphological and syntactical characteristics, as well as their pragmatic meanings in discourse. Based on the results of the study, I proposed a set of proper and systematic teaching methods for the endings, which will ultimately be helpful in improving targeted learners’ communication skills. In Chapter Ⅱ, the definitions and types of “-daX” final endings were addressed, including a literature review of the theory on their formation process. Furthermore, I classified the morpho-syntactic features of each of the endings into four categories: the honorific word-ending “yo”, prefix words, person of subject, and mood restrictions. To clarify their discoursive-pragmatic functions, they were reclassified to help Chinese Korean learners to understand them in an easier way by referring to the semi-spoken corpora, drama scripts based on the dictionary definitions. In Chapter Ⅲ, I presented a survey of 60 junior and senior students majoring in Korean at two universities in China, and 60 native Korean speakers. The results of the survey showed that even advanced learners made many morpho-syntactic errors when using these four final endings. To check their discoursive-pragmatic usage, I conducted a discourse completion test (DCT). Based on the results of the Part 1, I found that most Chinese Korean learners had difficulties using “-dago” (meaning “dissolution of doubt or worry” and “boasting or emphasizing”). Moreover, according to the results of the Part 2, I have observed differences in the use of two similar final endings between native Korean speakers and Chinese Korean learners based on the different distribution of their usage. Given the two interchangeable final endings under the same context, Native Korean speakers tended to use a specific final ending. This choice is brought about by several factors such as gender, dialect, the speaker's intentions in emphasis, etc. However, many Chinese Korean learners either misunderstood this as they were able to use only one of the two endings or they tended to stick with a particular final ending even with the knowledge that both are applicable and correct. The inability to distinguish practical features of two interchangeable final endings seems to be the major cause of this issue. In addition, I also studied the survey-takers’ recognition of the four final endings, including the difficulty, frequency, and proficiency in using endings as well as satisfaction with textbooks’ and teachers’ explanations. The results showed that learners had difficulties in using the final endings in the “-daX” series, especially with “-dani” and “-danika”. Thus, it is necessary to improve textbooks’ and teachers’ grammatical explanations. Based on the results of the analysis of learners’ usage aspects and errors in Chapter Ⅲ, the causes of learners’ misuse of these four endings can be summarized into three types: the interference of the mother tongue, the complexity of the target language, and the influence of the curriculum. In particular, the complexity of the target language, which contains diversity and similarity of meaning functions with regard to these final endings was the main cause for misuse. Chapter Ⅳ includes educational objectives and content about the final endings in the “-daX” series for Chinese Korean learners, based on the results from Chapter Ⅱ and Ⅲ. For instructors to teach the “-daX” final endings more effectively, I proposed two teaching approaches and educational plans for each approach. In Chapter Ⅴ, I discussed and summarized the significance and limitations of this study. The limitations were condensed into two parts. First, research on the use of the four endings was not based on real spoken data, but on surveys. Second, this study reviewed the intonations of the endings in terms of their meanings and functions based on previous studies and drama scripts. Thus, this study should be supplemented with higher-level phonetic analysis, to upgrade its objectivity and value.
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