Korean teaching has become more like a learners-oriented from teacher-oriented since the teaching method focusing on communication.
Therefore, there has been more attention in the language development process of learners, and there has been efforts t...
Korean teaching has become more like a learners-oriented from teacher-oriented since the teaching method focusing on communication.
Therefore, there has been more attention in the language development process of learners, and there has been efforts that build the educational approach that is more helpful for the learners. Teachers can understand the
leaners’ language misusage and come up with more efficient teaching method by analyzing their language use. Thus, the research on the learners’ misusage is the starting point to understand the leaners’ language development process and to start leaners-oriented teaching.
The research on the Korean learners’ language misusage has been started since the 1980s. The early research focused on the cases of the learners from Japan or English-speaking countries. From the 1990s, there was many researches on the learners from China due to the increase of Korean learners from China. However, there was very few researches on the Korean learners from other countries including Mongol.
This thesis was meant to understand how Mongolian develop their Korean learning by looking at their language misusage and to provide them with useful materials. This research especially focused on their misusage of case
particles.
There are two reasons why this research focused on the misusage of case particles. First, based on many other studies, language learners misused prepositional particle the most. Second, there are many researches that even
the Japanese Korean-learners whose native language has also prepositional particle misused prepositional particle a lot too. Therefore, it was expected that Mongolian Korean-learners whose native language has case marker are
misusing case particles due to their native language usage.
There are three hypothesis used for theoretical background: contrastive analysis hypothesis, error analysis hypothesis, and inter language talk hypothesis. Based on these three hypothesis, Mongolian Korean-learners’ misusage of case particle were looked at. case marker of two languages were compared in order to expect Mongolian Korean-learners’ language misusage and understand the reason for that. Then their misusage shown in their writing samples was analyzed. Also, their inter language talk and the reason was analyzed.
Case marker of two languages were compared referring grammar books and thesis s on Korean language and Mongolian language. It was expected that Mongolian Korean-learners would have difficulties in using
Korean complement prepositional particle and prepositional verb particle because Mongolian language does not have corresponding case marker. Also,
it was expected that they would make errors of omitting Korean prepositional subject particle because Mongolian nominative ending which is corresponding to Korean nominative ending has a form of zeromorph. In addition, it was expected that there may be some misusage because there is difference in patterns of adverb case particle. However, There is Mongolian quotative postposition that is corresponding to Korean quotative case particle while there is no corresponding Mongolian case ending. On contrary, it was expected that there would be no misusage related to internation postposition.
Mongolian Korean-leaners’ 82 writing samples were analyzed to see case particle misusage. Out of 10,064 words from 82 writing samples, there were 2,060 words that used prepositional particle. For case particle, object case particle was used most frequently, and then locative prepositional particle and prepositional subject particle. Prepositional subject particle was misused the most, and then object case particle, and locative case particle, showing that they were misused more as they were used more. However, complement case particle was misused the most, and then comitative case and genitive case particle, showing the difference in the whole misusage rate
and individual misusage rate.
There were three kinds of the learners’ misusage, which are substitution error, omission, erroneous addition. There was substitution error the most while there were few of omission and erroneous addition. After the analysis
and interviews with Mongolian native speaker, the reason for their misusage of case particle and their inter language talk during learning were seen. As a result, most of their misusage were related to their native language, and
part of them were related to Korean language. There were some misusage cases that I could not find reasons, and they would be analyzed in the later research.
This research is meaningful in that it focused on the learning process of Mongolian who was not closely looked at. I hope that this research can be helpful for understanding the leaners form Mongol and developing materials for them. I will make up with weak points of this research later. Also, I hope that there is more further research for them to provide them with more useful learning materials.
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