Language rules are unique to the community that uses the language, so if those involved in a discourse don’t understand the social culture within which the conversation takes place communication can be difficult. This presents numerous obstacles for...
Language rules are unique to the community that uses the language, so if those involved in a discourse don’t understand the social culture within which the conversation takes place communication can be difficult. This presents numerous obstacles for Korean learners who are unfamiliar with terms of reference and terms of address. To lighten the burden and improve the student's ability to use terms of address and terms of reference in Korean, it is very important to seek for learner-customized education methods. In recent studies on Korean as a foreign language, many have looked at teaching methods for terms of address and terms of reference in Korean, but studies aiming at language learners in specific social situations are still insufficient.
The purpose of this study is to enumerate exact and effective teaching-learning methods for Chinese learners of Korean, by comparing and analyzing the current usage of terms of address and terms of reference in both Korean and Chinese and identifying the common mistakes of Chinese learners. To this end, the study first compares and analyzes the concepts of terms of address and terms of reference in Korean and Chinese and identifies the various types, and then compares multiple levels of marriage-based immigrant Chinese learners against native-language speakers and types of terms of address and terms of reference in Korean and Chinese and examined the current status of the use of Korean terms of address and terms of reference by targeting each level Chinese learners, marriage-based immigrants, and native language speakers in order to analyze the types and cause of learners’ mistakes. In addition, this study investigated and analyzed terms of address and terms of reference in Korean textbooks that are being used in Korean colleges and 25 Chinese universities, and based on it sought for teaching methods of Korean terms of address and terms of reference for Chinese learners. To suggest more effective educational methods, there should be the advanced analysis of the cause about various factors related to particular educational category such as the reason why Chinese learners have a difficulty in learning terms of address and terms of reference especially, and this study had a discussion with an idea that educational methods drawn by results of the analysis are only effective.
For this analysis, subject groups were divided into the native language speaker group and the Chinese language leaner group, and two surveys of preliminary and actual surveys were conducted. For the data collection of the actual survey with final questionnaires, this study collected literary language data that are used according to situations to grasp the proper selection of terms of address and terms of reference according to social variables as well as the aspect of their honorific endings. Besides, it looked into common things and difference in the use of terms of address and terms of reference in Korean, obtained the basic data of target language from the use aspects of terms of address and terms of reference that native language speaker group speaks, and applied it to the education of Korean terms of address and terms of reference.
Chapter 1 suggested the purpose and the need of this study, pointed out a problem after examining precedent studies, and described the study target and method.
Chapter 2 looked into the concept and types of terms of address and terms of reference in Korean, analyzed distinctive factors of terms of address and terms of reference, and conducted a comparative analysis of terms of address and terms of reference in Korean and Chinese to prepare grounds for Chinese learners to grasp expressions of Korean terms of address and terms of reference.
Through a comparative analysis of types of terms of address and terms of reference in both Korean and Chinese and an analysis of distinctive factors, this study focused on expected difficulty factors of leaners and causes of their mistakes.
Chapter 3 examined the use aspects of Chinese leaners' terms of address and terms of reference. Through a survey, this study compares the use aspects of native speakers and Chinese speakers' terms of address and terms of reference and analyzes mistakes by evaluating and extracting mistakes. This study divides mistake types according to causes and forms and suggests and analyzes leaners' mistakes. Through the analysis of mistakes, this study examines the use aspects and mistake aspects of leaners' Korean terms of address and terms of reference and then acquires the basic data of target language by finding out difference in the use aspects of native speakers' Korean terms of address and terms of reference.
Chapter 4 compared and analyzed the use aspects of Korean and Chinese terms of address and terms of reference of native speakers and Chinese speakers as mentioned before, and based on the results of analysis of use mistakes of learners’ terms of address and terms of reference discussed the need and the educational goal of Korean terms of address and terms of reference education to analyze types and contents of terms of address and terms of reference in Korean textbooks. Based on this, this study proposed the educational contents of Korean terms of address and terms of reference.
Chapter 5 suggested educational methods of Korean terms of address and terms of reference for Chinese learners as well as Korean terms of address and terms of reference teaching-learning model for Chinese learners and applied it to Korean terms of address and terms of reference instruction.
Chapter 6 is the conclusion of this study so summarizes and suggests the effect and result, and it propose tasks to be solved.
|
