This research seeks to establish educational contents for Mongolian learners to study Korean collocation in an easier and natural manner. To this end, the present research considered the correspondence between Korean language and Mongolian language to...
This research seeks to establish educational contents for Mongolian learners to study Korean collocation in an easier and natural manner. To this end, the present research considered the correspondence between Korean language and Mongolian language to classify collocations by type and propose collocation education lists factoring in the types and classes. By doing so, this study ultimately aims to help Mongolian students learn Korean collocations easier and more accurately in consideration of the own collocation system of their mother tongue to reduce collocation errors and improve language study effectiveness.
The present research followed the order below to reach a result.
First, talks on collocation have been going on from the linguistic perspective and educational perspective on Korean. From the linguistic view point, collocation is diversely defined according to Korean linguists, but in general, they show the restricted yet close combination relation and co-occurrence relation between the two components. From the Korean language educational perspective, as collocation is to improve learners’ communication skills, collocation is defined based on the characteristics of high-frequency co-occurrence relation. This thesis adopted the latter view from Korean language education.
Second, from the contrastive linguistics angle, the present study looked at classification methodologies for Chinese speakers, Japanese speakers and Russian speakers among those proposed to teach collocations to foreign students. In comparison of Korean collocations, this study investigated the types and semantic characteristics of Mongolian language and suggested 8 types of mechanisms suitable for Mongolian learners’ own linguistic system.
Third, the author of this present research looked at the collocations included in the textbooks for Mongolian learners and found that they were presented in a manner not considering vocabulary difficulties and Korean collocations appeared even from the beginners’ books. Textbook materials need to present more proper collocations fit for learners’ ability. With more learner-centered collocation presentation from the beginning stage, learners will study Korean language easier.
Forth, to examine Mongolian learners’ vocabulary usage and collocation usage skills, this research performed a vocabulary test and collocation test for learners with mid to high TOPIK qualification. Through the test, this present research has proved that learners’ collocation use ability was correlated with their communication skills and vocabulary usage ability was closely related with collocation usage ability based on the scatter diagram and correlation coefficient drawn from statistical data. The finding implies that collocation education should be reinforced not just for advanced-level students but also for intermediary-level students as well and further for beginner’s level students more importantly. Learners’ collocation errors were also analyzed herein to find out such errors were because of the interference by their mother tongue. As learners showed remarkably lower collocation usage ability when collocations were related to Korea-specific culture, or to be translated liberally rather than literally, these aspects should be more carefully taught or studies.
Fifth, this research suggested 8 different response types of Korean collocations presented in Mongolian learners’ textbooks to better fit to the Mongolian language so that the learners can easily understand Korean collocations in the place of their language study. Depending upon difficulty, Korean collocations were grouped into beginner level, intermediary level and advanced level to be presented along with Mongolian language for easier learning process of learners in each advancement level.
It is essential for effective Korean language study to teach Korean collocations to Mongolian learners intensively according to corresponding Mongolian language types. Korean collocations in one-to-one correspondence with Mongolian language are fully inferable by learners, posing less study burden on them, otherwise, however, they cannot infer without extra study. In this sense, a special list needs to be made on such a set of collocations to relieve study burden on learners. That is, Korean language collocation study in relation to the Mongolian language system will help learners remember collocations more easily.
，韩语论文，韩语毕业论文 |
