This research focuses on the interlanguage variation when Chinese learners use the past recollection adnominal endings. It studies the variation and finds its causes. Interlanguage is the target language generated when learners study the foreign langu...
This research focuses on the interlanguage variation when Chinese learners use the past recollection adnominal endings. It studies the variation and finds its causes. Interlanguage is the target language generated when learners study the foreign languages. In the process of interlanguage generation, there appear various phenomena, which are accordingly called interlanguage variation. The variations made by the learners are systematic with adequate foundation, because they have their own principles when using target language grammar. This thesis is aimed to comprehend the principles the learners adopt while using the grammar, and then to find the solutions to the variations.
‘-deon’ and ‘-assdeon’ have a variety of meanings. The principles of them following verbs are different from those of other adnominal endings with verbs. ‘-deon’ and ‘-assdeon’ are closely related with tense, mood, and aspect, which causes great difficulty to the learners. These two grammatical points, with their complexity in grammatical morphology and diversity in meaning, don’t attract corresponding attention in Korean education field. Therefore, the learners are weak in this respect. In order to know well how the learners master these grammatical points, this research maked questionnaire and interview. The questionnaire consists of three parts: investigation for the learners’ awareness in these two grammatical points, Grammaticality Judgment Test, and translation test. Also, twenty from intermediate, advanced, and super learners are respectively investigated with the questions. What’s more, the researcher collected the learners’ writings for analysis in case their personal intention misleads the learners, and then the collected information is untrue.
It has been found out that, based on the analyses of these collected materials, language learners' classified into ellipsis, replace, addition, and simple morphological variation, etc. There are three reasons for these variations. The first is linguistic context, which can be specifically divided into with or without stems, opposite tenses, special vocabulary and other reasons that bring about the variation. Compared with advanced and super learners, more simple morphological variations as well as more errors exist among intermediate learners.Similarly, the advanced learners’ interlanguage shows backsliding. However, for the super learners, with the input of target language with correct morphology and the learners’ self modification, the target language grammar is used with much fluency and correctness. The second reason is situational context. Variations in translation test appear more frequently than in Grammaticality Judgment Test. The third is reason in psychological context. It mainly refers to the variations produced when learners adopt 'avoidance strategy', or the variations affected by the learners’ mother tongue.
The questionnaire reflected that the learners don’t fully understand the meanings of ‘-deon’和‘-assdeon’, their differences, as well as the differences with other adnominal endings, the connecting principles, etc. The learners avoid this grammar, so they don’t express themselves with it under appropriate conditions. Even if they use it, the fluency and correctness are not achieved simultaneously. With the interview, the researchers confirm the principles for the learners to use grammar.
The researcher designed a teaching-learning model, which is based on the above research and takes Chinese learners as the objects. This design, fully considering the learners’ requirements, the variations, and the target language grammar features, classifies its contents according to three aspects of form, meaning, and rhetoric for different learners. Due to the discrepancy between the intermediate, advanced, and super learners, the researcher allowed the learners at intermediate stage to focus on study of grammar, while pushing the learners to achieve self modification at advanced and super stages through input enhancement and achieve the goal of self modifying.
Compared with contrastive analysis and error analysis, there are fewer studies of interlanguage variation in the Korean education field. The former ways observe and analyze the learners’ language phenomena, but can’t understand their real ideas and the principles to use grammar, and then can’t feedback these problems to the teaching-learning model. By contrast, this research digs the inner heart of the learners through interview, inserts the problems into the model, and divide the target language grammar into several stages. From this point, this researcher is quite meaningful. However, it only studies the learners’ written language. It is a pity that the verbal data is not analyzed, and we wish it would be made up in the future research.
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