The main goal of the was to present the benefits of studying Polysemy and to define in detail the meaning of polysemy for students who learn Korean Language have the skill on the correct usage of basic polysemous verbs. Also, the study aims to...
The main goal of the was to present the benefits of studying Polysemy and to define in detail the meaning of polysemy for students who learn Korean Language have the skill on the correct usage of basic polysemous verbs. Also, the study aims to suggest more effective way to teach polysemy among teachers.
The thesis is divided into three chapters: (1) Introduction to the study, (2) Review of Related Literature, and (3) Methodology, Results, and Recommendations.
Chapter One includes 3 parts: (1) Background and Conceptual framework of the Study, (2) Significance of the study, and (3) Related studies. Part One, Background and Conceptual Framework of the Study, presents the introduction and discusses the reasons for the choice of the study. Part Two, Significance of the Study, cites the benefits derived from the results of the study.
Chapter Two includes 2 parts: (1) Theoretical History of Polysemy, and (2) Helping Factors in learning Korean Vocabularies. Part One, Theoretical History of Polysemy, tackles Polysemy in general and in particular sense and how it is used in the learning practice. Part Two, Helping Factors in learning Korean Vocabularies, discusses how homophone, polysemy, phrase, clause, idioms, and sayings affect sentences and how from them we can define the total meaning of some words in a sentence.
Chapter Three includes 3 parts: (1) Methodology, (2) Results, and (3) Conclusion. Part One, Methodology, deliberates 3 sub-parts: (1) Research Design, (2) The Subjects, and (3) The Sample. This study employed qualitative method of research. The subjects were the basic and intermediate polysemous verbs in TOPIK 21-25. The sampling procedure was taken by intensity purposive sampling. The samples were taken according to the word’s frequency of usage. Part Two, Results, confirmed the following: First, Polysemous verbs were not well suggested in TOPIK as it should be. Second, the polysemous verbs were not well-established in TOPIK which resulted many problems. Third, the examples and situations given in TOPIK 21-25 were identical so it couldn't get out of the same tendency of questions. Part Three, Conclusion, concludes that Polysemy education is needed for learners to develop and improve their communication skills smoothly, fastly, and native-like. Moreover, the understanding of polysemy verbs can reduce the students’ errors in answering TOPIK and will serve as their basis in preparation for future education.
，韩语论文范文，韩语论文题目 |
