Auxiliary particle in Korean language is a common grammatical usage both in spoken and written Korean. An auxiliary particle can change the semantic meaning of a sentence because auxiliary particles possess the variety of semantic meaning and conseque...
Auxiliary particle in Korean language is a common grammatical usage both in spoken and written Korean. An auxiliary particle can change the semantic meaning of a sentence because auxiliary particles possess the variety of semantic meaning and consequentially are added to sentences. Therefore auxiliary particles is one significant usage to foreign learners, yet the variety of auxiliary particles and the similarity of meanings among certain ones has put a lot of obstacles in front of foreign learners on the way of learning auxiliary particles in Korean. The objective of this research is to extract efficient methods and effective contents in terms of the teaching of auxiliary particles in Korean language based on a systematic analysis of Korean auxiliary particles.
This is consists of following 3 parts. Chapter 2 analyses the morphology, syntax, and semantic meanings of Korean auxiliary particles as well as the counterparts in Chinese expressions. Among them, some auxiliary particles category has certain conditions in terms of morphology and syntax; some contains similar usages. Without understanding of the similarity and difference of Korean auxiliary particles, it would be difficult for foreign learners to master them. Moreover, this research provides more efficient learning methods to Chinese learners by analyzing corresponding expressions in Chinese and illustrating the similarity and difference between Korean language and Chinese language.
Chapter 3 analyses the explanation and illustration of auxiliary particles in Korean textbooks. It is found out that (1) explanations of auxiliary particles in Korean textbooks are not sufficient to learners; (2) comparison of similar and different usages exposed to learners in different study stages is absent; (3) some auxiliary particles with multiple semantic meanings are merely noted with principal meanings or illustrated with samples that do not fit the correct meaning.
Chapter 4 aims to provide more effective explanatory contents of auxiliary particles regarding above-mentioned issues in chapter 3, which is a phase-in teaching scheme to introduce different semantic meanings of auxiliary particles to learners in different study stages. Analysis of auxiliary particles in chapter 2 is applied in it. This phase-in teaching scheme firstly introduce principal meanings of auxiliary particles to learners at an early study stage, then extended meanings will be introduced afterwards. Auxiliary particles with similar semantic meanings shall be taught together with comparison and contrast. This spiral increasing teaching scheme is able to make learners exposed to the same auxiliary particle in multiple study stages and provide comparison of similar auxiliary particles so that learners can develop a comprehensive and systematic understanding of auxiliary particles. More than this, corresponding expressions in Chinese shall be introduced to Chinese learners, especially focusing on the similarity and difference between Chinese and Korean so that mistakes rising from language difference can be reduced.
The ambition of this is to increase the communication ability in actual conversation and diminish the difficulties occurred in auxiliary particles study to Chinese learners.
，韩语毕业论文，韩语毕业论文 |
