In recent years, as Philippine society has become increasingly diverse and has highly focused on globalization, concepts of foreign language teaching and learning become much more important. Influenced by the Korean wave, Filipinos have become interes...
In recent years, as Philippine society has become increasingly diverse and has highly focused on globalization, concepts of foreign language teaching and learning become much more important. Influenced by the Korean wave, Filipinos have become interested to learn Korean to break the language barrier.
Moreover with the rise of Korea as an international power and being one of the Philippines’ biggest trade partners, an apparent increasing number of Korean big enterprises have been established anywhere in the country. With this, Korean company employers are looking for Filipinos who are fluent speakers in Korean. Korean agencies and governments existing in the country are also looking for Filipinos who have knowledge in Korean language and culture to cooperate with them especially in international relations purposes.
Considering this, it is expected that the demand for Korean language teaching in the country would continue to rise in the future. However, despite the increase number of growth of Korean language learners in the Philippines, there have not been several studies on teaching Korean language as a foreign language conducted as the Korean language education in the country has just begun to proceed. Hence, the limited number of studies on Korean language education in the Philippines particularly in the area of teaching Korean grammar makes this study timely and significant.
This study, therefore, aims to suggest an effective teaching method of Korean grammar for Filipino beginners of Korean language. For this purpose, the researcher reviewed the current status of Korean language education in the Philippines through a case study of Filipino workers, conducted a survey to examine their existing problems and difficulties in learning Korean language, and attempted to provide method on how to teach Korean grammar effectively by presenting a comparison between Korean case particles with Tagalog (Filipino) systems of case markers.
Chapter 1 deals with aims, methodology and preceding studies stressing the necessity of effective teaching method of Korean grammar for Filipino learners focusing on Korean case particles.
Chapter 2 discusses the theoretical concepts of Korean language education along with its constituting principles and direction, and reviews related studies on Korean grammar instruction.
Chapter 3 presents the current status of Korean Language education in the Philippines focusing on a case study of Samsung-Electro Mechanic Philippine Corporation (SEMPHIL) employees who learn Korean language as a foreign language and whose main goal is to pass the Test of Proficiency in Korean (TOPIK). Through a survey and need analysis, the difficulties, problems, and preferred approaches of teaching Korean language appropriate for Filipino beginners are analyzed and identified.
In Chapter 4, based on the survey results and findings, a concrete proposal of teaching Korean grammar, the Korean case particles in particular, is suggested. The most difficult area in Korean language learning pointed out by the respondents is Korean grammar and the most often misused element is the Korean particles. Hence, the comparison between Korean and Tagalog systems of case particles concerning their differences, similarities and original characteristics is presented, and a sample teaching plan on particles targeting Filipino beginner learners is suggested.
The final chapter summarizes the discussion and recommends further research on effective teaching methods of Korean grammar for Filipino learners.
The study provides the educational substance and teaching method of Korean grammar more particularly in leading to correct and productive usage of Korean particles. The following is the summary of the comparative study between Korean particles and Tagalog markers. Korean nominative case particles, ‘-이(i)/가(ga),’ corresponds to the Tagalog absolutive (nominative) case marker ‘-ang/si’. Korean objective case particle, ‘-을(eul)/를(reul),’ is equivalent to Tagalog ergative (accusative) case ‘-ng’. Korean adnominal case particle ‘-의(eui),’ to Tagalog possessive (genitive) case particle ‘-ni’; adverbial case particles,’-에게(ege), 한테(hante), 께(kke),’ to dative (oblique) case particles in Tagalog ‘-sa/kay’; another adverbial case particles, ‘-에서(eseo), -에게서(egeseo), -한테서(hanteseo), ‘-로(ro)/으로(euro), to dative case particles in Tagalog ‘-mula/buhat/galing sa’ which at times function as prepositional case in the sentence. Lastly, Korean adverbial case particle ‘-에(e)’ corresponds to Tagalog dative, accusative, prepositional case and locative case particle, ‘-sa’, differently depending on its usage. Considering the differences of the case particles of Korean and Tagalog Language, Korean case particles should be instructed to the target learners in detail focusing on their basic meanings and semantic explanations. An example is the politeness using particle ‘-께서(kkeseo)’ which is not familiar to Tagalog, needs a highly attention on Korean teaching.
In addition, the study indicates that team/co-teaching between native Korean and Filipino teachers is a desirable classroom teaching method at the beginning stages of learning Korean while code-switching using Tagalog, English and Korean is also dominantly considered as an effective teaching strategy for comprehension purposes. However, in explaining grammatical points, Tagalog is preferred to be used. Lastly, the development of appropriate teaching materials for Filipino learners is significantly needed for quality teaching and improvement of Korean language education in the Philippines.
This study is based on a case study practically observed by the researcher and is thus hard to generalize the Korean language education in the Philippines due to the limited sample and the varieties. Nevertheless, this research hopes to serve as one reference in the area of teaching Korean grammar for Filipino learners and contribute decisively in setting up a more solid plan for Korean language education. Future studies on the current topic are therefore recommended.
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