The purpose of this study is through the analysis of different textbooks from China, investigate the construction of those textbooks, the explanation of the ending connectors and then suggest an improvedscheme for the Korean language teaching in China...
The purpose of this study is through the analysis of different textbooks from China, investigate the construction of those textbooks, the explanation of the ending connectors and then suggest an improvedscheme for the Korean language teaching in China. This study is focusing on Korean languageLearners in China because there are many differences between Chinese grammar and Korean grammar. That is why the Chinese learners feel a lot of difficulties when they learn Korean language. Most notably the Chineselanguage learners who grew up influenced by adult learning.
In this study we analyze the similarities and differences between both grammars. Such as the ending connectives, there is '연사(连词)' in Chinese grammar. In the beginning we will explore the characteristics of Chinese '연사(连词)'and then contrast it with Korean ending connectors. There are many differences between them specially three of them, ①reason ending connectors ②purpose ending connectors ③background ending connectors. In addition, these three kinds of ending connectors include many forms. In this study I only selected five ending connectors for entry level. They are '-아서/어서', '-니까', '-러', '-려고', '-ㄴ데/는데'.
Next, through observation of the three textbooks I selected by structure and content and found out the features of teaching. In conclusion, three textbooks are teaching using the Grammar-Translation Method. Then by the items of analysis examined 'Present Sections', 'Present Form', 'Grammar Description' and 'Example' four parts.
In part of 'Description form', three problems were found. ①Grammar Term ②Complexity of Description ③Description by only Characters. In part of 'The Order', the order in which the ending connectors are taught in those textbooks is different. In the part 'Form of Example', they present examples by description instead of interaction. Also the amount of example is too many. In part of 'Exercise', there are two problems. ①The exercises give too much importance to Writing and Reading ②The form of exercises are repetitive and similar.
Based on these problems, in this study we provide improvements forall problems. For example the grammar terms have to be simple. Especially for Chinese leaners. Also grammar description should be better presented, for example using images. The ending connectors have many limitations of use. All the limitations should be presented in an Appendix. The order of the five ending connectors is suggested by '-아서/어서'>'-(으)러'>'-(으)니까'>'-(으)려고'>'-는데/(으)ㄴ데'and the form of example should be presented using an interactive method. The exercises should be constituted in 'Listening, Reading, Writing and Speaking' four parts.
After all of these improvement, we synthesize all ideas then present a simple educational model.
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