In this study, I analyzed the Korean Auxiliary Particles errors are one of the most frequent errors that highly misused by the Vietnamese students learning Korean language. In order to teach Korean language effectively to the Vietnamese students, the...
In this study, I analyzed the Korean Auxiliary Particles errors are one of the most frequent errors that highly misused by the Vietnamese students learning Korean language. In order to teach Korean language effectively to the Vietnamese students, the method of educating Korean Auxiliary Particles is very important, by errors analysis and emphasizing the differences between Korean Particles and Vietnamese Particles.
To Vietnamese students, the biggest cause of the errors in Korean is from the using Korean Auxiliary Particles, it is due to difference in the mother tongue. There is not Vietnamese particles corresponding with the Korean particles and sticking to affixes or particles like Korean. So that the particles don’t have function to make mean of sentence in Vietnamese, that’s word order makes mean for the whole sentence. Most of the errors, due to the Vietnamese leaners not having the concept about Korean Particles and the skills in semantic for learning Korean Particles, especially Korean Auxiliary Particles.
In Vietnamese, the emphasized particles role similar in semantic like Korean Auxiliary Particles, but its function is different in grammar. Therefore, the Vietnamese learners often have problems to use Korean language, especially using Korean auxiliary particles, should be given effective training plan by selecting and analyzing trends, amplitude range errors in the use the Korean Auxiliary Particles.
Some of Korean Auxiliary Particles have similar mean of Vietnamese emphasized particles, I chosen ‘-은/는(eun/neun), -도(do), -까지(kkaji), -조차(jocha), -(이)든지((i)deunji), -은/는 커녕((eun / neun) keonyeong)’ that appear in many of the tests being used at most of universities in Vietnam and then research and develop hypotheses based on the theory of reference instead of error analysis.
The underlying cause of the errors in using of Korean Auxiliary Particles by Vietnamese learner was considered through the non-existent link between word order in sentences with particles, and that has been expressed in the form of errors as 'omitted particles'. The students do not understand the different points of the two languages being expressed in the form of errors is 'replacement, omitted, added'. It is therefore important to develop meaningful lessons to minimize using mother tongue in class and take more time to notice the differences between Korean and Vietnamese from the first phase. In order to do this, we can apply the lesson learned in the school along with the schedule and attention by building understanding in class. This is comprised in supporting together by positive attitude, and along with a teaching method, with clear explanation to create confidence and change some complex information.
Because the Vietnamese language has no particles, so most of the errors in learning Korean are not using the right particles within the context of the sentence. Finding effective training should go along with the activities in aiding through to the Korean frequent errors for outing of mother tongue’s interference.
The purpose of ‘A Study on Method of Teaching Korean Auxiliary Particles for Vietnamese Learners’ is to provide a useful material and data of teaching Korean as a foreign language for the Vietnamese learners. This study is aimed at Korean assistant to find ways to teach native Korean to Vietnamese learners of Korean communication skills. It will be helpful resources represented ranging from beginner through intermediate learners to investigate the type of error and the local Vietnamese learners need to understand the cause of errors in study of Korean grammars. The results of this study can be useful for teaching Korean language, and hope to help Vietnamese learners with accuracy and fluency in Korean.
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