This study aims to look at the representation method of postpositional particles in an elementary textbook of Korean language for foreign learners and seek for an appropriate representation order of postpositional particles and an appropriate configur...
This study aims to look at the representation method of postpositional particles in an elementary textbook of Korean language for foreign learners and seek for an appropriate representation order of postpositional particles and an appropriate configuration of contents. Accordingly, this study selects, compares, and reviews four kinds of textbooks used in the field of Korean language lessons in order to discuss the representation method of postpositional particles. The configuration of this work is as follows:
Chapter I examines the previous studies on the selection criteria and research/study for Korean Language textbooks.
Chapter II looks at the concept of ‘Korean Grammar’, its representation principle, and its principle of description method. We selected the following four things based on the description principle of Korean Grammar. First, the educational contents should be simplified properly so that they can be useful for education. Second, the difference and similarity between grammar items that have similar meanings and functions. Third, the syntactic restrictions and combination styles of grammar items should be presented. Fourth, the descriptive contents such as explanation, use of terms, etc should be made clear. Based on these things above, this study examined the description method and contents of postpositional particles shown in every textbook. It also looked at the functions, formal characteristics and system of postpositional particles in Korean language.
Chapter III, IV, and V compares the representation and explanation method of case-postposition, auxiliary postposition, and conjunctive postposition in each textbook. When comparing the representation method of postpositional particles shown in each textbook, it was found that there was a slight difference in the representation order of postpositional particles and the words related to the postpositional particles. This suggests that the grammar of postpositional particles is explained differently according to the characteristics of each textbook and its teaching method.
In particular, descriptive case postposition ‘is(i.e, 이다 in Korean)’ is explained in every textbook centering on its function that it is utilized as 'predicate' in combination with preceding noun. This is inconsistent with the explanation of school grammar. Rather, it takes up the attitude of explaining it closer to academic grammar. This is one of the biggest differences between school grammar and Korean language grammar.
In addition, there is a slight difference in the presentation order of adverb-case postposition and its explanation method in every textbook, which seems to continue to be solved by standardizing the grammar category to be learned essentially in an elementary textbook.
In addition, even in the educational method of post-positional particles, it will be more effective to present sentences with predicates that are used together with postpositional particles rather than by presenting the postpositional particles alone. It is also expected that learners are able to learn easily about 'postpositional particles' in Korean language if the postpositional particles that are used most often in the use of Korean language are explained and analyzed systematically.
The information presented in the above is considered to have revealed the problems shown in the explanation of grammar of postpositional particles more clearly. In the future, based on this data, more in-depth studies are expected to be made on the education of postpositional particles in Korean language.
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