The Korean and Chinese languages belong to an agglutinative language and an isolating language of two different systems respectively, with some basic language differences between them. Accordingly, the Korean passive expressions are one of the most di...
The Korean and Chinese languages belong to an agglutinative language and an isolating language of two different systems respectively, with some basic language differences between them. Accordingly, the Korean passive expressions are one of the most difficult grammatical features for Korean language learners in China. As a result, Chinese learners are used to using the active expressions instead of passive expressions when they speak or write Korean. And it is easy to make these mistakes even if they are using the Korean passive expressions. In recent years, there have been an increase in the number of studies on the teaching method of the Korean passive expression. However, there have not been many studies that have focused on Korean textbooks in Chinese universities as their subjects while there are many precedent studies on the teaching method that have focused on foreign learners in Korea as subjects of their survey. So this thesis, which has analyzed the most commonly used Korean textbooks in Chinese universities and examined the pattern of usage of the Korean passive expression using Chinese college students as its subjects, is presenting effective teaching methods for Chinese students to learn Korean passive expressions well.
According to many scholars, there are various views on the category of Korean passive expressions. Korean passive also can be divided into three kinds of passive expressions. First, there is Korean derivative passive expression, verb / derived word in the end ‘이, 히, 리, 기’; second is Korean syntactic passive expression, verb / root ‘아/어지다’, ‘게 되다’; third is Korean lexical passive expression, verb stem / ‘되다, 받다, 당하다’. Next, these three kinds of Korean passive expressions were compared with the most representative Chinese bei-sentence. According to the comparison of the Chinese bei-sentence and Korean passive expressions, it seems that there is no one-to-one correspondence between the two passive expressions.
The third chapter mainly analyzes Korean textbooks and the subjects of analysis are Korean textbooks that are currently being used in Korea and China. The sources of Korean textbooks published in Korea are Korean textbooks from the Seoul National University, Yonsei University, Korea University, Ewha Woman’s University, and Kyung Hee University while Korean language textbooks published in China are Korean textbooks in China's Universities that《韩国语》, 《韩国语教程》, 《标准韩国语》, 《大学韩国语》 and 《初/中/高级韩国语》. After analysis, concerning the aspect of Korean passive expressions, I found some similarities and differences in Korean textbooks originating in Korea and those published in China. Korean textbooks in China generally focus on the grammar explanation. In the aspect of grammar explanation, they are more detailed and comprehensive than Korean textbooks in Korea, but lack examples of grammar expressions following the same pattern and also lack various forms of practice activities that can arouse students' interest in learning.
In order to get a grasp of the Chinese college students' habit of usage of Korean passive expressions, I made a questionnaire survey with 215 college students in Grades 2~4 from five Shandong Province universities as the subjects of my investigation. This survey consists of two parts: an awareness survey and usage error survey. The awareness survey has eight questions and its main purpose is to gain an understanding of the degree to which Chinese college students are aware of the meanings and difficulty of Korean passive expressions and are satisfied with the use of them. The usage error survey has twenty-five questions, including auxiliary word choice, fill-in-the-blanks and three sentence translation questions. The survey results showed that students often make the following mistakes: the selection errors of passive expressions, active words directly used for passive sentences, the confusion of ‘받다, 당하다’ and ‘되다’, the misuse of auxiliaries, active expressions instead of passive expressions, etc.
The fifth chapter presented the teaching methods of Korean passive expressions based on the textbooks analysis and questionnaire survey results with Chinese college students being the subjects. In the teaching models, I chose the PPP teaching model that is most frequently used among Chinese teachers. Starting with the three stages of the PPP teaching model, or ‘Presentation-Practi
ce-Production’, I added the two stages of warm-up and follow-up, and created a five stage teaching model consisting of ‘Warmup-Presentation-Practice-Use-
Follow up’. In Chinese universities, most teachers pay attention to explaining the grammar points with corresponding practices in their textbooks, while the Use stage is often ignored. Considering these problems, in the teaching methods, diverse forms of relevant exercises are provided and some forms in the Use stage, for example, dialogue, game, role play and article analysis, etc. have been added. The aim is to consolidate the knowledge points. In addition, the types of errors most frequently appearing on the questionnaire survey are focused on, and key tips are made and emphasized in the presentation stage.
Though many disadvantages still exist, I hope this thesis can be of some help for Korean language teachers and learners, especially Chinese college students studying Korean passive expressions.
，免费韩语论文，韩语论文网站 |
