A study on Sino-Korean Vocabulary Learning Strategies
for Japanese KFL students
The present study is to suggest some mixed strategies for effectiveSino-Korean vocabulary learning for Japanese KFL students and to providetheir instructional appr...
A study on Sino-Korean Vocabulary Learning Strategies
for Japanese KFL students
The present study is to suggest some mixed strategies for effectiveSino-Korean vocabulary learning for Japanese KFL students and to providetheir instructional approaches, mainly by using the regular patterns of
phonetic correspondences between Sino-Korean and Sino-Japanese.
In language learning, vocabulary is the key for communication because
any intended meaning can not be conveyed without vocabulary. Thus, the
vocabulary learning is also very important in Korean language learning and
we need to notice that Sino-Korean words today make up over 60% of
Korean vocabulary. On the other hand, Sino-Korean word acquisition is
inevitable for those who want to fluent Korean speaker or continue study in
institutions of higer education in Korea or want to get a specialized job in
Korea.
Over a decade, there has been a Korean cultural boom in Japan, which
even led to the enthusiasm for Korean language learning. On the contrary, it
is still lack of the researches on Korean language education for Japanese speakers, specifically vocabulary education field and vocabulary leaning
methods. However, they do have some advantages over non-sinosphere
countries students in Sino-Korean vocabulary learning because they can
easily find and utilize a lot of similarities in both languages such as word
order, grammar, Chinese character use, etc. It is very pitiful situation that
no small number of Japanese KFL students who do not even notice the
fact that Sino-Korean words exist in Korean vocabulary.
These serious situations and the importance of Sino-Korean vocabulary
learning are the background and purpose of my research. In this sense, this
research focuses on common things in similarities such as high frequency,
word formation ability, the meaning and same or similar pronunciation of
Hanja and Kanji which are composed of many Sino-Korean words and
Sino-Japanese words. In addition, we should not overlook considerable
numbers of Sino-Korean words with different pronunciations among
homotypic synonyms. Due to exclusive use of Hangul, it is not easy
for Japanese KFL students to tell the meaning of those words even though
they are homotypic synonyms. However, once Japanese students understand
sound correspondence rules in between Sino-Korean words and Sino-
Japanese words, they will get to take it for granted that even homotypic
synonyms with different pronunciations belong to the same category as
those with same or similar pronunciations do.
Not to mention, there may be negative transfer from mother language
such as pronunciation errors and vocabulary errors which can be often
found when Japanese KFL students speak Korean. However, the vocabulary
learning strategies(VLS) that I am working on can prevent the students
from making those probable errors because contrast analysis on the sounds
of Hanja and Kanji in the strategy education process help the students to
acquire correct pronunciation of Korean words regardless of whether
Sino-Korean words or native Korean words.
To achieve the goal of these strategies, the students have to understand
the differences of Hanja and Kanji as well as their similarities. Therefore,
I have looked into the background and cause of sound differences through
precedent diachronic researches on the sound of Hanja and Kanji. As a
result of the investigation, I have found out that sound differences are
due to following changes. First, most Kanji came to Japan between the fifth
and ninth centuries but some Kanji were introduced more than once from
different parts of China at different times, and so have multiple
pronunciation such as Go-on, Kan-on, Tou-on and Kanyou-on. Second,
Korean and Japan accepted the sounds of Chinese letters in their own
phonetic system respectively. Lastly, the sound changes have been made by
phonetic rules of each country.
As a basic material for Sino-Korean word recognition and expansion, I
used 730 basic chinese characters(Hanjas) which were extracted from survey
of frequency in use of Korean language in modern times made by
National Korean Research Institute in 2003. After performing contrast
analysis on Hanja and Kanji, I could establish regular sound correspondences
rules. When Japanse KFL students encounter unknown Sino-Korean words,
with the regular sound correspondences they can easily infer the meaning of
new words or unknown words just by reminding Sino-Japanese words.
Besides, they can also infer the meaning of unknown words which they
considered as false friends vocabulary by applying the rules on Sino-Korean
words.
VLS using sound correspondences rules is not only a single strategy
but also mixed strategy ultimately because there is no any vocabulary
learning strategy like a panacea. To maximize the effectiveness of the
strategy, mixed strategy use is strongly recommended. For better
understanding on the mixed strategy use, I have presented some examples
of applying the main strategy using sound correspondences rules together
with subordinate strategies such as phoneme and articulation constraints,
phonetic rules, the number of articulation, the part of speech, vocabulary list
strategy, textural context strategy, affixes and roots analyzing strategy etc.
Eventually, the selection and use of the vocabulary learning strategies will
facilitate more effective vocabulary learning and assist the students in
becoming successful learners by their habituation of strategy use.
，韩语毕业论文，韩语毕业论文 |
