The purpose of this research is to suggest a teaching-learning model that will enable foreign students who study Korean to acknowledge the difference in meanings of Korean synonyms and properly use them. The sheer number of synonyms in Korean stresses...
The purpose of this research is to suggest a teaching-learning model that will enable foreign students who study Korean to acknowledge the difference in meanings of Korean synonyms and properly use them. The sheer number of synonyms in Korean stresses the importance for Korean textbooks to utilize them. Instructors should know the difference in synonyms’ meanings used in context and be able to provide educational materials to students. This research focused on distinguishing the meanings and the proper usage of adjective synonyms when paired with other vocabulary. It also suggests a step by step teaching-learning model that is meant to help provide efficient education on Korean synonyms.
In Chapter 1, the purpose and the need of the study as well as the methodology are discussed. Past studies done on Korean synonyms are separated into two perspectives: Korean literature and Korean education. The studies from the latter are further separated into developing a teaching-learning model and a differentiation of the meanings of synonyms. In Chapter 2, to encourage discussion, the research provides the theoretical background, the concept, and the types of synonyms. After identifying the need for synonym education and looking over the past teaching-learning models, this research suggests substitution verification as the method for distinguishing the meaning of synonyms.
Korean Vocabulary List for Studying Korean (Jo, 2003) and 17 other books, Korean I -VI (Kyunghee University), Pathfinder in Korean I -V (Ehwa University) and Yonsei Korean 1-6 (Yonsei University), were used to draft lists of adjective synonyms that will be used for analyzing and comparing the meanings in Chapter 3. From the lists, 108 synonyms that appeared more than twice were selected and classified as beginner (36 words), mid-level (45), and advanced (27) synonyms. The 20 synonyms which will be used for building the teaching-learning model are referenced from the suggested list in Dictionary for Synonyms and Antonyms (Kim, 1987). The synonyms are presented in the forms of beginner to advanced level, step by step: beginner level synonyms are presented in “beginner-beginner” form; mid-level synonyms are in “mid-beginner” to “mid-mid” forms; and advanced synonyms are in “advanced-beginner”, “advanced-mid” and “advanced-advanced” form.
As stated before, the analysis on the variation in meanings of the synonyms is done by using the substitution verification method. Since this method allows foreign students to substitute synonyms according to the flow of the sentence and to deduce the difference in meanings, it seemed suitable and is recommended in this research. When distinguishing the meanings of synonyms, the research identified the definitions of the words and looked for common grammatical parts that can fit into the same sentence.
Chapter 4 advocates the teaching-learning model for all beginner, mid, and advanced level classes based on the analysis on the difference in meanings in order to help professors who are in the field of teaching Korean to foreign students.
Lastly, in Chapter 5, the conclusion of the research was summarized, along with recommendations for further study concerning issues not dealt with in this research.
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