The purpose of this thesis is to find out the reason why Spanish
speaking students of the Korean Language make mistakes when using
the Korean cause and reason connectors, and how ones mother language
influences the learning of Korean as a foreign l...
The purpose of this thesis is to find out the reason why Spanish
speaking students of the Korean Language make mistakes when using
the Korean cause and reason connectors, and how ones mother language
influences the learning of Korean as a foreign language.
The structure of this starts by presenting the reasons for
research about Korean cause and reason connectors, based on Spanish
speaking students’ errors. In the followed chapters, the reasons and
results of the research are presented.
In the first chapter, the objectives of the present are
explained. First, the thesis is based on Spanish speaking students
mistakes when using Korean cause and reason connectors. The objective
is to look for reasons why students make mistakes when using this
grammar point, and find out an adequate study plan to teach the
language. To achieve these goals, a questionnaire survey was presented
to 23 Spanish speaking students of the Korean language. The results of
this questionnaire are explained in the third chapter. Also, some
preceding research related to Korean cause and reason connectors,
which helped during this research, are explained.
The second chapter explains the grammatical concepts and usage of
cause and reason expressions in both the Korean and Spanish language.
In this chapter, the differences of this grammar point are presented; and
through these explanations, the questionnaire survey’s analysis was
done.
In the third chapter, the questionnaire survey’s results were
presented and explained. In the first part, there are various examples,
which present students’ mistakes when using Korean cause and reason
connectors. While in the second part, the influence of Spanish grammar
when learning Korean grammar is explained. Finally, the reason why
students make mistakes in Korean grammar, is because Spanish cause
and reason expressions have less grammatical rules and restrictions than
Korean. Due to the difference in usage, students get confused when
using Korean connectors.
In the forth chapter, a Study plan for teaching Korean cause and
reason connectors is presented. The main points in the study plans are
the detailed explanation of concepts, restrictions and usage of the
grammar, as well as the necessary practice that students should do in
order to memorize and acquire the target grammar point.
Finally, in the fifth chapter, the concludes with the importance
of applying an adequate teaching study plan when learning Korean as a
foreign language; mainly, in the case of Spanish speaking students.
When planning a class, it is important to take into account the
objectives of students and different aspects, such as the students’
previous knowledge of the language, as well as the necessary
information, explanations and practice of the grammar point to teach in
the class. In order to achieve the study plan’s objectives, it is essential
to keep in mind that the student is the most important part in the
teaching-learning process. In conclusion, by applying this suggested study
plan, the student will be able to learn the language well.
，韩语论文题目，韩语论文题目 |
