The purpose of this study was to analyze facet of usage and error of Korean ending connective of Chinese students who study Korean Language. And based on the results of the study to explore teaching method of Korean ending connective by applying effec...
The purpose of this study was to analyze facet of usage and error of Korean ending connective of Chinese students who study Korean Language. And based on the results of the study to explore teaching method of Korean ending connective by applying effective consciousness-raising techniques. Finally, effectiveness of consciousness-raising activities that have practiced at actual Korean ending connective classes has been investigated in this study.
In chapter 2, focus-on-form instruction has been studied, especially concept of consciousness-raising and theories of grammar consciousness-raising including of consciousness-raising activities have been focused.
In chapter 3, firstly, concept and classification of Korean ending connective has been studied, and then syntactic properties of Korean ending connective has been described by dividing into constraint of agreement, constraint of predicate, constraint of tense, constraint of sentence type, and constraint of negative sentences. Finally those Chinese ending connective which is equivalent to Korean ending connective have been presented and discussed.
In chapter 4, for exploring Korean ending connective teaching method, there were 708 Chinese students who are major in Korean Language, and studied in 2nd, 3rd, and 4th grade from 8 universities have participated in this study. And there were understanding of Korean ending connective, learning attitude toward Korean ending connective, satisfaction of teaching method of Korean ending connective, expectation of way of learning have been covered in the questionnaire.
The results of the study showed that 86.2%(N681) has answered that it is important to learn Korean ending connective, however, only 5.1%(N36) of them answered that it is interesting to learn it. These data indicated that students have realized the importance of Korean ending connective but their interest has not been developed yet. There were only 17.1%(121)answered that they are satisfied with current method of teaching of Korean ending connective and 73.2%(N518)has answered that the current method cannot reach to their satisfaction. And there was 59.7%(N309) has clarified that it is lack of practice of dialog which applies Korean ending connective in classes could be one of the reason why they cannot be satisfied with the current method. This results indicated that it is necessary to convert to more interactive communicational teaching method when teaching Korean ending connective. And lastly, facet of error of usage of Korean ending connective has been investigated in this study and the Korean ending connectives that has been studied in this research has limited to 25 ending connectives that have been universally taught.
In chapter 5, the teaching model of causal relational ending connective‘(u)nikka’, and purpose relational ending connective‘(u)re’ which utilizing consciousness-raising activities has been proposed based on the results of the questionnaire.
Finally, the teaching model of causal relational ending connective‘(u)nikka’ that utilized consciousness-raising activities has been input into the trial classes and then the possibility of application and the effectiveness of the teaching model has been investigated based on the result of evaluation of understanding of ending connective. And the results showed that the teaching model could enhance students’ ability to easily distinguish similar ending connectives, and the result of individual evaluation showed that the teaching model is more effective to low-ranking students than high and middle-ranking students.
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