Education on connective endings in Korean shows its limits in providing textbooks or educational activities that allow to learn connective endings with similar semantics in comparison and also in education methods that enable to apply various syntacti...
Education on connective endings in Korean shows its limits in providing textbooks or educational activities that allow to learn connective endings with similar semantics in comparison and also in education methods that enable to apply various syntactic restrictions of connective endings. In particular, researches on objective connective endings are not actively discussed in Korean language education unlike Korean linguistics. Moreover, there are lacks of researches suggesting an education method allowing to compare the detailed semantic difference of syntactic use between connective endings having purpose semantics.
Thus, the purpose of this research is to analyze the syntactic characteristic and semantics of ‘-(으)러, -(으)려고, -고자, -게, -도록’ a connective ending commonly having the semantic feature of [purpose] among connective endings in Korean language, and based on the result, to suggest an education method that can be meaningfully used in real Korean language education.
As a result, in this article, the semantic characteristic and syntactic characteristic on ‘-(으)러, -(으)려고, -고자, -게, -도록’ was analyzed first. The respective semantic characteristics appeared to be ‘[purpose], [purpose of moving], [intention], [symptom], [degree], [condition], [limit], [order], [result].’ The syntactic characteristic was examined by categorizing into ‘subject, predicate, tense, sentence ending expression, and negative sentence restriction.’ In particular, the meaning of [purpose] was mainly analyzed for syntactic characteristic.
Afterwards, current Korean language textbooks published by domestic and foreign universities were analyzed. The explanation method for grammar categories and presentation aspect of objective connective endings inside Korean language textbooks were examined by using three domestic textbooks and three foreign textbooks. In the explanation method of grammar categories, it could be confirmed that reliance on foreign language(L1) decreased and the importance of Korean language(L2) increased while the level became more difficult in both domestic and foreign textbooks. However, the presentation aspect of objective connective endings was different in its semantic presentation order and the presentation aspect per each textbook. In particular, this difference was more noticeable in foreign textbooks, which led to the conclusion that a systematic suggestion on connective endings and uniform grammar explanation between textbooks of various institutions is necessary.
Lastly, the ‘spiral teaching methods’ theory based on the previously analyzed result was used as a reference to examine textbook composition and education method. Although the detailed semantics of objective connective endings were not all dealt with, the education method of when it is meant to be [purpose] has been examined in the order of ‘-(으)러’ for beginners, ‘-(으)려고’, ‘-게’, ‘-도록’ for intermediaries, and ‘-고자’, ‘-게, -도록’ for advanced class.
As can be seen above, this research has its meaning in constructing connectivity to allow learning by comparing the respective connective endings based on syntactic characteristics and semantics of objective connective endings. This research not only constructed connectivity, but also systematically designed an education method and textbook composition method that can be applied at the real educational field. On the other hand, the limitations of this research are that the analysis of current Korean language textbooks were conducted by only using textbooks from universities in Seoul, and that foreign published Korean language textbooks were limited to only textbooks in Chinese and English instead of various languages. Moreover, although the data on the frequency, significance, and expected grammar of the learner was suggested based on the result of advanced researches, limitations are shown since the research was not conducted on actual learners. Additionally, failure to prove usefulness on the education method remains as a future research assignment.
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