The aim of this work is to investigate whether how acquisition patterns of supposed modality expression differs vary upon leaners in different language-spoken areas. A variation of sentence final ending is one of the morphological properties of the su...
The aim of this work is to investigate whether how acquisition patterns of supposed modality expression differs vary upon leaners in different language-spoken areas. A variation of sentence final ending is one of the morphological properties of the supposed modality expression in Korean language, which affects on learners’difficulty level of learning it in Korean language. Morphological variation of sentence final ending is considered one of the causes that learners in language-spoken areas where such an example of grammatical use is not found have difficulty in communicating in Korean language. When it comes to foreign language acquisition, a learner’s language origin is considered substantial matter in area of second language acquisition. A variety of studies are currently being conducted in Korean language education, which it still covers limited spoken areas such as Chinese, Japanese, and Vietnamese though. Thus purpose of this work is to examine how acquisition patterns of supposed modality expression differs specifically depending on Mongolian students, who have a similar grammatical example in their mother language and also show increase in number, and Chinese students, who otherwise have no such property in their mother language, considering that variation of sentence final ending is one of the morphological properties of the supposed modality expression in Korean language.
To achieve this goal, several issues are set up to investigate. First, learners show difference in acquisition patterns of supposed modality expression vary depending on different language-spoken areas. Second, they show difference in mastery level of supposed modality expression vary depending on mastery level of their mother language. Third, how the mastery level and length of residence in Korea affect their acquisition of supposed language expression depending on different language-spoken area they individually belong to.
When it comes to study method, mastery level test and supposed modality expression acquisition test were introduced to undertake them on subjects who were chosen for this study. They were tested via E-Survey or electronic survey performed online instead of conventional -oriented survey, which it was designed to play attached movie clips and voice on smart phone in order to deliver realistic discourse situation to those subjects. Realistic supposed modality expression spoken under high context discourse situation was successfully delivered to both learners using this method. Moreover, it was also implemented to overcome an limitation that it was unavailable to convey speaker’s face expression or intonation to examinees.
As the first result, Mongolian learners, who have similar morphological property and supposed modality expression in their mother language, gained relatively higher score than Chinese learners did. Second, they showed a significant difference in a group of lower level learners depending on mastery level of Mongolian and Chinese learners. This work examined how it was derived be with the their length of residence in Korea taken into account as its factor affecting result. Lastly, their mastery level and length of residence in Korea affected acquisition of the supposed modality expression, which was because their Korean language proficiency level was not defined equally as they have previously learnt Korean language in other areas. Scoring additional 1 point in mastery level, the score resulted in 2.714 point increase for Mongolian learners, and 4.524 points increase for Chinese learners respectively when it comes to the mastery level of acquisition of the supposed modality expression. The final results of these tests were ed based on certified statistical analysis method in order to ensure objectivity and feasibility of test data.
，韩语论文范文，韩语毕业论文 |
