This study aims to organize concrete and effective teaching and learning methods of Korean particles {i/ga} and {eun/neun} based on analyzing intermediate and advanced Chinese learners' usage patterns and the error causes of {i/ga} and {eun/neun}.
Ko...
This study aims to organize concrete and effective teaching and learning methods of Korean particles {i/ga} and {eun/neun} based on analyzing intermediate and advanced Chinese learners' usage patterns and the error causes of {i/ga} and {eun/neun}.
Korean particles {i/ga} and {eun/neun} have complicated syntactic, semantic and pragmatic functions and have different grammatical functions each other. However they are often thought to be the same particles which indicate subject by Korean learners. So reciprocal replacement errors between the two particles frequently happen among Korean learners. The distinctions between the two particles also strongly depend on context, and memorizing the grammatical functions of them is far from enough to correctly use the two particles. Thus there is a need for learners to understand them in concrete discourse context. As there are no particles like {i/ga} and {eun/neun} in Chinese language, they are much more difficult for Chinese learners to properly use them according to different situations and context. Therefore, there is a need of systematic learning about their syntactic, semantic and pragmatic functions as well as clearly distinguish and use the two particles in different context for Chinese learners, especially at advanced level.
To design an effective method, first of all Chapter Ⅱ reviewed the background theories. In this chapter, we first clearly organized the syntactic, semantic and pragmatic functions of {i/ga} and {eun/neun}. Then we analyzed several Korean textbooks widely used in Korean and China, and found out the problems about presenting means and contents of {i/ga} and {eun/neun}. Lastly, in order to organize an effective teaching method, we discussed the necessity of teaching {i/ga} and {eun/neun} through context, by discussing the relationship between {i/ga}, {eun/neun} and the context, including the speaker's intention and attitude, scene, flow of discourse, and genre.
In Chapter Ⅲ, in order to investigate how Chinese learners use and understand {i/ga} and {eun/neun}, we designed the 'Text Completion Task', 'Grammatical Judgement Test' and 'Survey of Teaching and Learning', and selected 90 intermediate and advanced Chinese learners, as well as 50 Korean speakers to reply the tests. In addition, follow-up interviews with the Chinese subjects were conducted to find out their way of thinking in answering the questions and understanding of {i/ga} and {eun/neun}, etc. Based on test results, we analysed the Chinese learners' error causes, which could be sorted out as three types, that is the influence of native language, complexity of target language and curriculum.
In Chapter Ⅳ, we integrated analysis results of Chapter Ⅱ and Chapter Ⅲ to design goals and content for Chinese learners about Korean particles {i/ga} and {eun/neun} according to learners' different language levels and developed effective teaching and learning methods, using 'context' and 'focus on form', as well as a modal. This concentrates on discussing how to correctly understand and use Korean particles {i/ga} and {eun/neun}, which will help to enhance students' communication abilities.
，韩语毕业论文，韩语论文范文 |
