The main purpose of this research is to study how Chinese Learners of Korean(CLK) uses Korean progressive aspectual auxiliary verb such as ‘-ko issda’, ‘-ə kada’, ‘-ə oda’.
In section one, the goal of this study was stated and t...
The main purpose of this research is to study how Chinese Learners of Korean(CLK) uses Korean progressive aspectual auxiliary verb such as ‘-ko issda’, ‘-ə kada’, ‘-ə oda’.
In section one, the goal of this study was stated and the previous works were examined to set the research topics. In this part, first it was studied whether the ability to use Korean progressive aspectual auxiliary verb by CLK differs depending on the types of Korean progressive aspectual auxiliary verb. Building on this, it was studied whether the existence of directing point in Korean progressive aspectual auxiliary verb made the difference on how CLK uses Korean progressive aspectual auxiliary verb. Furthermore Korean Progressive aspectual auxiliary verb ‘-ə kada’ was distinguished according to the inclusion of adverbial phrase with completion point and studied whether the inclusion of adverbial phrase made difference on CLK’s ability to use them.
Based on above studies, two hypotheses were set. First, CLK finds Korean Progressive aspectual auxiliary verb with directing point such as ‘-ə kada’, ‘-ə oda’ difficult to use than Korean progressive aspectual auxiliary verb ‘-ko issda’.
Second, when Korean progressive aspectual auxiliary verb ‘-ə kada’ was used with adverbial phrase with completion point, it makes harder for CLK to use it than Korean progressive aspectual auxiliary verb ‘-ə kada’ without adverbial phrase.
In second part of section one, it was studied whether CLK’s ability to use Korean tense aspect made the difference on how CLK uses the Korean progressive aspectual auxiliary verb. In order to exam it, the level of learners were sorted into low and high group based on their ability to use the tense and aspect of Korean. After this experiment, two hypotheses mentioned above were examined.
In section two, the theoretical background of Markedness differential Hypothesis which can affect how CLK use Korean Progressive aspectual auxiliary verb was studied. In addition, the function and meaning of Korean progressive aspectual auxiliary verb and Chinese equivalent to Korean progressive aspectual auxiliary verb were examined.
In section three, the steps of the experiment were described in detail. The test learners were given a problem of completing the fluent conversation pairs by selecting one of three Korean progressive aspectual auxiliary verbs.
In section four, the experimental results and its analysis was addressed. Based on the experimental results and its analysis, it is shown that CLK made the difference on usage of Korean progressive aspectual auxiliary verbs depending on the existence of directing point. Furthermore it was shown that inclusion of adverbial phrase with completion point made the difference on the usage of Korean progressive aspectual auxiliary verb such as ‘-ə kada’ by CLK.
The above findings were confirmed by the experiment with test learners. The experiment with test learners sorted as low group showed there is difference on how CLK use Korean progressive aspectual auxiliary verbs depending on the existence of directing point. It was same result as the test result from overall test learners. Nonetheless the inclusion of adverbial phrase with completion point made no difference on the usage of Korean progressive aspectual auxiliary verbs with low group.
On the other had, the experiment with test learners sorted as the high group showed that the inclusion of adverbial phrase with completion point such as ‘-ə kada’ made difference on how CLK use Korean progressive aspectual auxiliary verbs. However this group showed the existence of directing point had no effect on how they use Korean progressive aspectual auxiliary verbs.
Lastly the significant, conclusion and limitation of the research were addressed in section five. This research have following significant as first it focused on neglected part in the field of Korean education and revealed how CLK acquired aspect, especially Korean progressive aspectual auxiliary verbs. Second it clarified the meaning and function of Korean progressive aspectual auxiliary verbs by distinguishing them according to its usage. Third it even examined how CLK uses Korean progressive aspectual auxiliary verbs depending on existence of directing point and the inclusion of adverbial phrase.
In overall this study has clarify the function and meaning of Korean progressive aspectual auxiliary verbs according to its use and examined the usage of adverbial phrase with completion point such as ‘-ə kada’ based everyday conversation. Hence to those who look to formulate specific educating plan to teach Korean progressive aspectual auxiliary verbs to foreign Korean learners, it will be used as the valuable data base.
Nevertheless this study has a limit as it has not considered one of function of Korean progressive aspectual auxiliary verbs. Korean progressive aspectual auxiliary verbs such as ‘-ə kada’, ‘-ə oda’ express the psychological attitude. Yet it was outside of this research's study scope.
，韩语论文题目，韩语论文 |
