The purpose of this study is to conduct semantic and syntactic comparison between case markers of the Korean language and corresponding case endings of the Mongolian language for the Mongolian learners of the Korean language.
Case markers of Korean...
The purpose of this study is to conduct semantic and syntactic comparison between case markers of the Korean language and corresponding case endings of the Mongolian language for the Mongolian learners of the Korean language.
Case markers of Korean clearly indicate grammatical relationship by combining nominal with comparatively limited grammatical factors, which causes expectation that Mongolian native speakers can learn them comparatively easily. And yet, as case markers of Korean not only belong to different category from case endings of Mongolian but also do not correspond with case system of structural case and lexical case which Blake (1994) discussed, they are not easy to acquire.
Since existing studies lack philological comparison on marked characteristics between Korean and Mongolian and they mainly focus on correspondence between individual grammatical factors, they are not able to provide generalized educational contents on overall grammatical system. Therefore, this study aims to lay a foundation for Mongolian native learners of Korean to effectively acquire grammatical system of Korean by suggesting the necessity of study on case markers of Korean and by drawing out universality and marked characteristics through comparison of syntactic and semantic characteristics between case markers of Korean and corresponding case endings of Mongolian. This study compares grammatical characteristics of each case determined based on this theoretical background. The results of this study are as follows;
Chapter II presents concept and characteristics of case as a theoretical background for the comparison of case markers of Korean with corresponding case endings of Mongolian. Concept of the case in Korean language education was defined as "a system which morphologically indicates syntactic relationship between noun phrase with head word and universal semantic relationship of language." The purpose of this concept is to achieve the goal of Korean language education which pursues both precision and efficiency simultaneously based on focus-on-form approach.
Chapter III determines category and classification system necessary for comparison of case forms of the two languages. The study found out that case markers in Korean are recognized as general words in category of case forms while case endings in Mongolian are classified as lower system of ending. In addition, for the comparison of case forms of the two languages, the study established system of nominative case, genitive case, objective case, locative case, the ablative case, instrumental case, directive case, commutative case by investigating classification system of case forms in Korean grammar taught in schools. Study presented that although case system of Mongolian has generally reached consensus due to the influence of Indo-European grammar, there are still controversies on directive case. Then, judging that endings of directive case in Mongolian were grammaticalized comparatively late, the study set them in case system.
Chapter IV compares case markers in Korean with corresponding case endings of Mongolian according to system established in Chapter III. By indentifying the semantic and syntactic characteristics of case forms of two languages by each case of nominative case, genitive case, objective case, locative case, the ablative case, instrumental case, directive case, commutative case, the study presents universalities and marked characteristics. Although case forms of the two languages are universal in that they perform syntactic and semantic functions by combining with nouns, there is also marked characteristics based on characteristics of nominal which combines with syntactic structure.
The study elucidates the problem that the preceding comparative study conducted by a Mongolian native investigated only superficial comparative aspects without proper semantic and grammatical explanation and just pointed out unique comparison, and suggests proper philological discussion. Especially, this study indentifies characteristics of case forms of Mongolian which are clearly distinguished from case markers in Korean such as phenomenon of postposition dominating specific case.
There is no doubt that most effective content of education and method of teaching and learning in second language education is to prevent negative intervention of native language and induce positive transition. Since the function of case form in sentences is not limited to syntactic function but has various meanings, presenting superficial comparison between two languages can cause confusion for learners of two languages. Therefore, it is meaningful to analyze forms, meanings and syntactic characteristics of case markers of Korean language and review universality and marked characteristics of corresponding case endings of Mongolian in that it can present Mongolian native learners of Korean the foundation for acquisition of case markers of Korean. Still, as this study was conducted from the perspective of Korean native, not from the perspective of a Mongolian native learner of Korean language, the limitation of not being able to analyze various characteristics of the Mongolian language related to case forms in an integrated way is a definite task to be solved in the following future studies. Nevertheless, demonstrating commonalities and differences of case forms of the two languages, this study will provide a sure foundation for their positive education effect for Mongolian native learner of the Korean language.
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