본 연구는 한국어와 몽골어의 원인·이유 접속어미를 대조 분석함으로써 이들 간의 공통점과 차이점을 밝혀, 아울러 이를 바탕으로 몽골인 학습자가 일으킬 수 있는 오류를 최소화하기 위...
본 연구는 한국어와 몽골어의 원인·이유 접속어미를 대조 분석함으로써 이들 간의 공통점과 차이점을 밝혀, 아울러 이를 바탕으로 몽골인 학습자가 일으킬 수 있는 오류를 최소화하기 위한 교육 방안을 제시하는 것을 목표로 진행되었으며 이를 위해 1장에서는 각 언어 접속문의 선행연구를 살펴본 후 2장에서는 두 언어의 해당 어미를 번역을 통한 의미영역에 군간을 두고 대조 분석하였다. 이를 바탕으로 몽골인 학습자들이 일으킬 수 있는 오류를 예측하였다. 3장에서는 이러한 오류가 실제로 교육현장에서 이뤄지고 있는지를 확인하기 위해 설문조사를 실행하여 현재 몽골에서의 한국어 원인·이유 접속문교육의 문제점을 제시했다. 4장에서는 3장에서의 문제점을 해결할 수 있는 교육 방안을 마련하여 본고의 목표를 달성하였다. 마지막으로 5장에서는 결론을 결론을 내렸다.
The purpose of this study is to reveal the similarities and differences between Korean and Mongolian conjunction sentence with causes and reasons by comparison and contrast and propose the way of education to minimize the errors that can result in Mon...
The purpose of this study is to reveal the similarities and differences between Korean and Mongolian conjunction sentence with causes and reasons by comparison and contrast and propose the way of education to minimize the errors that can result in Mongolian learners.
For this end, conjunction endings of causes and reasons in Korean and Mongolian language were briefly examined in Chapter 2, and were further segmentalized in 2.2 for contrast and analysis of the corresponding endings of those two languages to investigate the corresponding phenomenon between the endings. The frequency of errors that can result in Mongolian learners was predicted through the results. In Chapter 3, a two-step survey was performed for the 32 subjects who study Korean language in Mongolia in order to make sure if the prediction actually exists, and current problems of Korean language education in Mongolia were presented. The first step in the survey was to measure the error frequency, and the second step was to find the requirements of the curriculum and the learners. As a result of the survey, the predictions made in Chapter 2 were verified, so the conclusion could be made that the education should be offered more distinctively.
In Chapter 4 of this study, therefore, it was examined in which direction approach should be made in order to efficiently instruct the Korean cause and reason conjunction sentences. To achieve this aim, reconstruction was made first by the level for the cause and reason endings, which are the education target, considering the Korean-Mongolian corresponding phenomena and the utilization and complexity of this grammar. A model for education of these Korean cause and reason ends has been prepared in 4.2 before this, it was discussed on the emphasis on teaching Korean grammar to Mongolian students. Therefore, applying this emphasis to the model of general grammar education, 'introduction⟶ demonstration⟶ practice⟶ application⟶ finish,' a specialized model was established for the learners of Mongolia. An actual lesson plan was prepared for three ends, with the most frequent errors that were identified in the survey results in Chapter 3, in 4.3 based on the above teaching model.
，韩语毕业论文，韩语论文 |
