The aim of this study is to come up with an alternative that is able to teach
Korean(TOPIK) effectively through analysis of the answers that The Test of
Proficiency in Korean among Mongolian Korean Language learners.
More than a brief summary is as...
The aim of this study is to come up with an alternative that is able to teach
Korean(TOPIK) effectively through analysis of the answers that The Test of
Proficiency in Korean among Mongolian Korean Language learners.
More than a brief summary is as follows.
In chapter 2, there is a review for the Test of Proficiency in Korean. The
Test of Proficiency in Korean that is the test of Korean ability evaluation is for
application the results to utilize in domestic universities to study and get a job
with overseas Koreans who don't speak in Korean and foreigners.
There is analyzed that the answers of The Test of Proficiency in Korean.
The result of Mongolian Korean Language learners, they have higher
percentages of correct answers generally. However, feel difficult in polysemy,
onomatopoeia, mimetic words, Sino-Korean words and the vocabularies which
are similar but different with detail meaning.
As a result of the analysis, Mongolian Korean Language learners have
strengthen to questions about ending of a word and postposition in grammar. It
is considered that Mongolian is very developed and divided as Korean. The case
of postposition, they have higher percentages of correct answers than Japanese
and Chinese students as expected. In the case of ending of a word, the more higher level students, the more lower percentages of correct answers
unexpectedly. They especially feel difficult in using ending words with an
irregular conjugation, passiveness and causation form. Mongolian Korean
Language learners aren't better than Japanese Korean Language learners and
Chinese Korean Language leaners to comprehend reading, writing and listening
rubric. The reason that is differences of the culture. Also, it is analyzed that
Mongolian Korean Language learners are struggled on proverbs and idioms.
In chapter 4, based on the analysis of chapter 3, it is to find out the effective
teaching method for Mongolian Korean Language learners that is suitable to the
Mongolian' features.
Learning a foreign language, not only just learn the language but also
understand the culture of the country and understand about the people further
more. The language of a country is changing with history that the people's life,
ways of life and their thinking. Thus, the foreign learners of Korean need to
understand about Korean culture and the people. Also, the teachers who teach
Korean to learners need in-depth understanding of Korea. The Korean-Korean
teachers have to understand about their own language, culture and thinking
properly to teach Korean. As they have a deep understanding of them, it can be
accomplishment of effective teaching at last. It can't be assured that the
features of Mongolian Korean Language learners are the only things of
Mongolian learners. However, this study can help to teach Mongolian Korean
Language learners and to edit Korean textbook, auxiliary textbook, and teachers'
guidance as the purpose of this study is to know the features of Mongolian
Korean Language learners and find out the ways how to teach them efficiently.
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