This study is to examine how Japanese learners of Korean acquire the meaning of postposition 'e' and 'eseo'.
Since adverbial postposition 'e' and 'eseo' has a variety of semantic functions, there have been various discussions on them in studies the ...
This study is to examine how Japanese learners of Korean acquire the meaning of postposition 'e' and 'eseo'.
Since adverbial postposition 'e' and 'eseo' has a variety of semantic functions, there have been various discussions on them in studies the Korean language. However, in Korean education, there are very rare studies on the acquisition order of the postposition 'e' and 'eseo' in detail. Therefore, this will analyze more detailed phases of acquisition of them.
Chapter Ⅰ stated the purpose of the study, reviewed previous research and set up subjects for inquiry. The issue is whether there are differences in the use of semantic functions in 'e' and "eseo' between intermediate and advanced Japanese learners of Korean.
Chapter Ⅱ surveyed theoretical backgrounds of 'e' and 'eseo' dividing semantic characteristics into 'basic' and 'extended' meaning, analyzed their Japanese equivalent ‘に’and ‘で’, and analyzed how semantic functions of 'e' and 'eseo' applied in Korean education. Also, this chapter considered the relationship of the second language acquisition in contextual variation.
Chapter Ⅲ developed a 'grammatical judgement test' and a 'fill-in-the-blank exercise' to understand the learners' acquisition of semantic functions of 'e' and 'eseo' after dividing learners into two groups, ‘intermediate’ and ‘advanced,’ by a proficiency test. The tests were taken by 20 intermediate and 20 advanced learners among Japanese Korean-languagestudents in 3 colleges and Korean language institutes attached to colleges.
Chapter Ⅳ presented an analysis of three results of the tests. First, there were statistical differences in the basic and extended semantic functions of 'e' and 'eseo' acquired by Japanese learners of Korean language from those acquired by the native speakers of Korean. Second, in the acquisition of 'e' and 'eseo', the phase of use of Japanese learners of Korean language were similar to that of the native speakers of Korean in basic meanings but different in extended meanings. Third, both intermediate and advanced Japanese learners of Korean language generally acquired basic semantic functions first, and then acquired extended semantic functions. However, advanced Japanese learners of Korean language acquired more semantic functions than intermediate learners and the degree of acquisition was higher, which suggests that the phase of acquisition of semantic functions of 'e' and 'eseo' varies depending on the proficiency. Intermediate Japanese learners of Korean language acquired [lacation] in ‘eseo' and [time], [destination], [place], [unit] in 'e', while advanced learners acquired [place] in 'e' and 'eseo', [time], [destination], [a point of departure], [background], [unit], [target], [situation].
Lastly, Chapter Ⅴ described the significance and limitations of the study.
This study has significance in observing the phase of use for Japanese learners of the Korean language, who could have been overlooked due to linguistic typological similarity, focusing on semantic functions of 'e' and 'eseo' and in examining the reason. Along with this, this study also has significance in suggesting a new perspective in Korean education by indicating that the explanation of semantic functions of 'e' and 'eseo' in Korean Educationisnarrowlyfocusedonbasicsemanticfunctionsonly.
However, since there were only 40 subjects, it is insufficient to generalize the result of this study. Thus, further studies with more accurate apprehension of acquisition order, and discussions on how to reflect it in textbooks are expected to be carried out.
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