A Study on Teaching Methods of Subjects in Korean Grammar
for English Speaking Learners
Hyewon Song
Department of Global Korean Studies
Graduate School of Culture Creation
Kyung Hee Cyber University
The purpose of this study is to propose ...
A Study on Teaching Methods of Subjects in Korean Grammar
for English Speaking Learners
Hyewon Song
Department of Global Korean Studies
Graduate School of Culture Creation
Kyung Hee Cyber University
The purpose of this study is to propose effective teaching methods on subjects in Korean grammar for English speaking learners.
Proper usage of subjects is important in accurate communication via proper sentences. Frequent omission of subjects in Korean language makes it difficult for English speakers to learn when to omit subjects appropriately. It is also a challenge for them to fully comprehend the concepts of particles and dual subjects. Therefore teaching of subjects is essential for the learners to demonstrate fluent Korean communication.
This study specifically illustrates subjective particles, dual subjects, and omission of subjects which are the three main subjective grammar differences between Korean and English.
As for the study methods, first the main characteristic differences between Korean and English subjects are reviewed, and surveyed English speaking Korean learners’ current usage of subjects using Grammatical Judgment Test and direct translation tasks.
The result of the data analysis shows that the error rate of particle ‘이/가’ and ‘은/는’ usage and dual subjects is significantly lower in intermediate level Korean learners compared to beginning level learners: however, the most frequent error type was the same in both levels. Regarding subject omission, both levels showed excessive generalization of subject omission resulting in omitting subjects even in grammatically necessary situations.
Upon examination of widely used Korean study materials in the U.S., it was noticed that while the textbooks in general do illustrate the basic structure of ‘이/가’ and ‘은/는’, they uniformly fail to explain semantic functions of ‘이/가’ and ‘은/는’ nor discuss dual subjects and subject omission in Korean grammar.
Analysis of learners’ usage of subjects demonstrated that the learners repeatedly make consistent types of error on both beginning and intermediate levels. Therefore it is suggested that even in intermediate level teaching method should continuously include topics of proper subject usage according to each grammar and vocabulary levels through appropriate tasks and practices.
Lastly this study proposed methods of teaching subjects based on analysis of currently used textbooks in the U.S. and sample learners’ Korean subject usage patterns. The proposal includes presenting purpose of subject learning, teaching methods and practical examples of teaching methods. The practical teaching method examples included tasks and exercises for intermediate level learners, such as proper usage of ‘이/가’ and ‘은/는’ depending on subject’s functional meaning , utilizing dual subjects in a sentence, and learning when it is necessary to specify subjects in sentences. Additional suggestion includes grammar tasks for learners to carefully examine its importance, and applying the learned grammar by rewriting texts in different sentence structures.
The significance of this study is in its effort to cross examine the grammatical differences of subjects in Korean and English, and in its illustration of Korean subject teaching methods specifically for English speaking learners. This study may also aid in teaching method development for non-English speaking Korean learners who experience difficulty in usage of subjects in Korean grammar.
Key Words: Subjective particles, dual subjects, subject omission, Teaching Methods on Subjects in Korean Grammar, English speaking learners,
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