본 연구는 한국어와 캄보디아어의 어순을 비교•대조하여 캄보디아인 학습자들에게 한국어 어순을 어떻게 이해하고 잘 사용할 수 있는지에 대한 방안을 고찰해 보는 데 그 목적이 있다. ...
본 연구는 한국어와 캄보디아어의 어순을 비교•대조하여 캄보디아인 학습자들에게 한국어 어순을 어떻게 이해하고 잘 사용할 수 있는지에 대한 방안을 고찰해 보는 데 그 목적이 있다. 캄보디아에서 다른 외국어 교육에 비해 한국어 교육은 뒤늦게 시작하였다. 따라서 캄보디아에서 다른 외국어 교육에 대한 연구는 (특히 불어, 영어, 중국어, 일본어 등) 쉽게 찾아 볼 수 있지만 한국어에 대한 연구는 전혀 없다고 볼 수 있다.
본고에 3장에서는 한국어와 캄보디아어 어순을 비교•대조하였는데 이는 두 구분으로 제시하였다. 첫째 두 언어의 서법에 따른 어순 비교를 살펴보기 위해서 5 개의 문장을 바탕으로 각각 문장(단문장)만에 나타나는 어순을 간단히 살펴보았다. 두번째 두 언의 기본 어순을 비교하여 두 언어의 차이점을 살펴보았다. 두 언어의 비교해본 결과는 한국어는 ‘주어-목적어-서술어’ 인 SOV 언어에 속하고 캄보디아어는 ‘주어-서술어-목적어’ 인 SVO 언어에 속한다는 것이다. 또한 한국어에는 조동사가 본동사 뒤에 오는 반면 캄보디아에는 조동사가 본동사 앞에 온다는 결과가 나타났다. 그리고 부사어는 한국어에서 고정적인 어순을 가지고 있지만 캄보디아어는 부사어 어순이 고정적이지 않고 문장이나 상황에 따라 어순의 위치가 다르고 어떤 변화를 겪고 있다는 것을 알 수가 있다. 따라서 캄보디아어 부사어는 동사를 수식할 경우에는 동사성분에 따라 위치가 다르다. 자동사 경우 동사 뒤에 위치하고 타동사 경우 목적어 바로 뒤에 위치한다. 그리고 보어의 경우는 한국어에는 보어가 주어와 서술어 사이에 위치하여 주어를 보충해주는데 캄보디아어에는 보어가 서술어 뒤에 서술어를 보충해준다. 또한 한국어는 SOV 언어로서 후치사를 갖는 반면 캄보디아어는 SVO 언어이기 때문에 전치사를 갖는다. 관형어는 한국어의 관형어는 관형어의 꾸밈을 받는 체언 앞에 나오지만 캄보디아어의 관형어는 꾸밈을 받는 체언 뒤에 관형어가 나온다. 즉, 한국어는 SOV 언어로서 형용사가 명사 앞에 오지만 캄보디아어는 SVO 언어로서 형용사가 명사 뒤에 온다.
본 연구는 한국에서 한국어를 공부하는 캄보디아인 초급, 중급 학습자 가운데 55명을 대상으로 하여 캄보디아인 학습자의 어순 오류 양상 분석한 결과 캄보디아인 학습자들이 부사어의 어순에 대한 인식이 부족한 것으로 보인다. 특히 성분부사인 ‘잘’ 과 부정부사인 ‘아니(안)’ 또한 한 문장에서 부사어가 여러 개 나타날 경우에는 어떻게 배열해야 하는지를 혼동하고 있었다. 또한 관형어와 부사어가 같이 나타날 때 부사어가 관형어 앞에 와야 하느냐, 관형어가 부사어 앞에 와야 하느냐에 대한 정확한 인식이 부족하며 문장에서 보어의 어순에 대해서 부족하였고 관형어의 어순에 대해서도 부족하였다. 이에 대한 조사한 결과 캄보디아인 학습자들이 모국어에 영향으로 관형어와 부사어의 어순에 대해 매우 부족하다고 볼 수 있다. 이를 해결하기 위해서 캄보디아인 학습자의 어순 오류 분석을 통해서 학습자들이 범한 어순 오류 양상을 바탕으로 한국어 어순 교육 방안을 고안하였다. 더 나아가, 본 연구는 조사한 내용을 근거로 하여 캄보디아인 학습자의 어순 교육 방안을 제시하였다. 이 어순 교육 방안은 교수 중 대비적 방식으로 어순 강의를 진행하는데 이는 학습자의 어구 표층의의에 대한 이해를 도우며 내부 구조를 이해하여 학습자들에게 다른 앞뒤 문장 중 정확한 어구성분과 사용성분을 이해시키게 한다. 본 연구는 처음으로 한국어와 캄보디아어의 어순 비교•대조 연구된 자료로서 앞으로 한국어를 학습하고자 하는 캄보디아인 학습자에게 참고하기 위해 충분하다고 생각한다.
This study compares the word orders of Korean and Cambodian, observing in
which field Cambodian learners of the Korean language experience difficulty in
learning. In Cambodia, Korean was initiated into the field of language
education relatively lat...
This study compares the word orders of Korean and Cambodian, observing in
which field Cambodian learners of the Korean language experience difficulty in
learning. In Cambodia, Korean was initiated into the field of language
education relatively later than other foreign languages. Therefore, whereas
there is a considerable quantity of research regarding the education of other
foreign languages in Cambodia, studies on Korean are nearly nonexistent. This
study is the first to compare Cambodian and Korean. The discussion in this
study unfolds mainly in four parts.
Chapter 1 asserts the necessity for and the objective in studying the word
order in Korean for Cambodian learners of the Korean language, introducing
previous scholarship on Korean word order and the methodology for students
learning the Korean word order.Chapter 2 examines the concept and types of word order by exploring the
perspectives of and previous studies by other scholars in the field of word order
study in various languages. This chapter observes the Korean word order, and
takes a pioneering move of looking at which word order group the Cambodian
word order belongs to among Greenberg’s SOV, SVO or VSO (with regards to
the universality of language), as well as which language family Cambodian is
categorized under.
Chapter 3 compares the word orders of Korean and Cambodian in two
categories. Firstly, I offer a simple observation of the word order in each
sentence (short sentence) using five sentences in order to compare the word
orders of the two languages in accordance with their respective penmanships.
Secondly, I compare the basic word orders of Korean and Cambodian, deducing
the difference between the two languages. To that end, I first examine Korean’s
basic word order, and then organize the basic word order type of Cambodian48,
comparing how the difference in the two languages’ word orders manifests
itself in practical use. Comparison shows that whereas Korean is a SOV
language, in which the word order is ‘subject-object-predicate,’ Cambodian is
categorized as an SVO language, where the word order is ‘subject-predicateobject.’
Also, in Korean, the auxiliary verb follows the main verb, while inCambodian, the auxiliary verb precedes the main verb. Adverbial phrase takes
on a fixed word order in Korean, but not in Cambodian; in the latter case, the
location of the adverbial phrase fluxes depending on the sentence structure or
the given situation, undergoing a certain change. In the case of modifying a
verb, the location differs depending on the verb constituent – the adverbial
phrase comes later if the verb is a intransitive verb, whereas in the case of
transitive verb, the adverbial phrase comes after the object. As for
complements, they reside between the subject and predicate, supplementing the
subject, whereas in Cambodian, the complement comes after the predicate,
supporting the predicate. Also, it is noted that Korean, being an SOV language,
has a post position, but Cambodian has instead a preposition, as it is an SVO
language. Lastly, the adnominal phrase in Korean precedes the substantive,
which is modified by adnominal phrase, but the adnominal phrase in
Cambodian comes after the modified substantive. That is, whereas the adjective
comes before the noun in Korean (as it is an SOV language), the adjective
comes after the noun in Cambodian, which is an SVO language.
Chapter 4 offers an observation of education on Korean word order for
Cambodian learners. First, the word orders shown in textbooks are examined
based on an analysis of beginner’s level Korean textbooks published by six
Korean universities, which in turn leads into an analysis of word order errorscommitted by Cambodian learners. The subjects were fifty five beginner’s,
intermediate and advanced level Cambodian learners studying Korean in Korea.
The result shows that Cambodian learners have difficulty perceiving the word
order of adverbial phrases. In specific, they were confused with the alignment
should there be multiple adverbial phrases in on a sentence, and were also
prone to confusing ‘잘[jal],’ a adverb constituent, and ‘아니[ani](안[an]),’ which
is a negative adverb. Also, they were not clear as to whether the adverbial
phrase should precede or follow the adnominal phrase when the adnominal
phrase and adverbial phrase appear together. They had difficulty
understanding the word order of complements in sentences, as well as the word
order of adnominal phrases. Especially, the results of the questionnaire show
that Cambodian learners have a hard time mastering the word order of
adnominal phrases and adverbial phrases due to the influence of their mother
tongue. The next step was to devise a new way of educating the word order of
Korea for Cambodian learners, in reference to the errors they made as shown
in the above study.
This study proposes a methodology for educating the word order of the
Korean language for Cambodian learners. This methodology consists of
lecturing on the word order based on linguistic comparison in the process of
learning, which assists the learner’s understanding of the phrase’s surface meaning, helps them comprehend the internal structure of the language, and
promotes correct use of phrase constituent and component usage in different
sentences that precede and follow each other.
Numerous Korean banks and enterprises have entered the Cambodian
economy, and as the two countries are now actively launching industrial and
cultural interchange, many Cambodians wish to learn Korean. Naturally, there
is a growing demand for human resource equipped with Korean language
proficiency in the Cambodian economy. However, in reality, Cambodia is
currently in lack of a proper system for fostering such workforce. I believe that
the Korean educational sector must extend further interest and effort for this
problem to be resolved. In this light, a comparative study of the word orders in
Korean and Cambodian is a timely and significant contribution to the field of
language studies. However, this study is partially limited due to the fact that the
number of learners and the content of the questionnaire used here may not be
considered sufficiently categorical, and therefore calls for a follow-up research.
As proposed above, a basic education of the Korean word order is currently
being offered in the beginner’s stage. Therefore, this study limits its subject to
beginner’s textbooks for Cambodian learners, and identifies the learners’
demand for word order education by comparing the word orders of the two
languages. I believe that should a proper word order education take place in the beginner’s stage in learning Korean, the learners may experience less difficulty
in acquiring proficiency in the Korean language. The main contribution of this
study is that it assists research on new theoretical education methods in
linguistics as well as other fields of studies, improve the efficiency of learning,
thereby elevating the quality of Korean education as a whole. Especially, as the
first comparative study of Korean and Cambodian word orders, this study
warrants attention from future Cambodian learners of the Korean language.
，韩语论文题目，韩语毕业论文 |
