This is the research improving the communication skill of Korean language to foreign learners by setting in array the connective suffix of same contents that mean reason or cause, in accordance with the principle of spiral
curriculum.
Up to...
This is the research improving the communication skill of Korean language to foreign learners by setting in array the connective suffix of same contents that mean reason or cause, in accordance with the principle of spiral
curriculum.
Up to now, many scholars have researched the connective suffix meaning reason or cause. But in spite of doing the research of various teaching method, there are
many errors for it. I probed into the cause of error factors hindering language communication and researched the method helped for foreign learners who study the connective suffixes that mean reason or cause at this .
At first, I examined the syntactic, semantic and pragmatic characteristics of each grammar clause for connective suffixes of ‘–aseo, -(eu)nikka, -(eu)meuro and –neurago’ used with high frequency. And then, I found the problem by
analyzing the text book of Korean language published at domestic universities and presented an improvement scheme. On the basis of this, by using the theory of
Bruner’s spiral curriculum, I suggested the principle of spiral curriculum that could be used at education field of Korean language.
At second chapter, I arranged the knowledge structure, discovery learning, spiral curriculum and sequence. They are constituents of Bruner’s principle of spiral curriculum, theoretical background. Bruner’s spiral education curriculum, in the course of learning, is to give the language education of various grade or level at
repetition, intensifying and extension, in accordance with the level of language development. This is the proper principle to learn the connective suffixes which stand for same meaning. And I investigated the concept for connective ending(suffix) of reason-cause, subject which is syntactic restriction for connective suffixes(endings) of ‘–aseo, -(eu)nikka, -(eu)meuro and –neurago’, tense pre-final ending(suffix) and predicate restriction. And also, I illuminated meaning and pragmatic characteristic together.
At third chapter, I examined usage error for connective endings(suffix) of learner and to suggest the improvement scheme, researched with choosing text books of elementary-middle level which are published at KYUNG-HEE, SEOUL and YEON-SEI university’s Korean Language Education Centers. I analyzed that whole composition of each text book, ‘how are connective endings discussed at
this , suggested and explained?’ and also, ‘how are the suggested contents arranged with spiral form?’After analyzing, detected problems, though they are
some difference at each university, are insufficiency of various connective expression and insufficient explanation for reason or cause, one-sided arrangement to some one level and suggestion of improper example sentence.
This suggested three improvement methods to reduce error.
First, because grammar clause of similar meaning caused foreign learner to be confused, when suggesting the explanation of grammar clause, with suggesting
syntactic restriction or meaning pragmatic expression, teachers should let learner know surely.
Second, when suggesting example sentence, teachers should suggest example sentences that focus on the level or grade of learner and are used frequently at real life.
Third, when arrange grammar clause, you should arrange from simple clause to complicated clause, from high frequency of usage to low frequency of usage.
And then, ultimately, you should consider the connectivity between spiral arrangement and prerequisite learning.
At chapter four, I suggested the scheme of spiral form’s education that directly can be used at real Korean language classroom, by formulating theoretical concept at chapter two and analyzing Korean language text book at chapter three.
At this chapter, I put spiral curriculum to practical use ; made use of –aseo at one grade of elementary level, -(eu)nikka at two grade of elementary level and three grade of middle level, -(eu)meuro and –neurago at three and four grade of middle level.
As the method which foreign learners improve their communication capability of Korean language, for connective suffixes(endings) of ‘–aseo, -(eu)nikka,
-(eu)meuro and –neurago' that mean reason or cause, this illuminated the reason of that foreign learner made a mistake frequently. There was the reason of insufficient explanation for connective endings of similar meaning and improper arrangement. And also, this suggested the education method to resolve the part that foreign learner can be confused, by classifying and arranging characteristics of connective endings (suffixes).
I felt sorry not to use various connective suffixes(endings) of other similar meaning and only to use four clauses of ‘–aseo, -(eu)nikka, -(eu)meuro and –neurago', among connective endings(suffixes) to mean reason or cause. And also,
I have recognized that for using text books of elementary and middle level of only three universities, text books are not sufficient to analyze with wide ranging.
But because this used the theory of spiral curriculum to connective suffixes(endings) of reason –cause and suggested the education method to real
Korean language classroom. And this suggested also various activities and problem patterns, according to status and grade of game, role play and discussion.
I expect that this will be helped to the Korean language education of foreign learner.
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