This looks at syntactic-semantic functions of the prefinal ending ‘-keyss-’ and aspects of its presentation in textbooks for elementary level learners of Korean, and attempts to propose an actual model of the educational method that can impr...
This looks at syntactic-semantic functions of the prefinal ending ‘-keyss-’ and aspects of its presentation in textbooks for elementary level learners of Korean, and attempts to propose an actual model of the educational method that can improve the problems derived from the aspects of presentation.
‘-Keyss-,’ a prefinal ending that learners of Korean are supposed to learn at the elementary stage, is a highly basic grammatical item whose frequency of use and utilization are high in actual situations of communication, but the learners make many mistakes in using it. Starting from this perspective, this explores an effective educational plan about ‘-keyss-’ for learners of Korean.
The results of this study are as follows.
Chapter 1 finds out that learners of Korean have difficulty understanding and using the meanings of ‘-keyss-’ such as [supposition], [volition], [future], and [possibility], and presents the necessity and purposes of this study in order to provide a clear and effective educational plan for teachers who teach them.
Chapter 2 looks at the concept and characteristics of the prefinal ending ‘-keyss-,’ which have been discussed in the field of Korean linguistics, for the purpose of the basic understanding of ‘-keyss-,’ and discusses the syntactic-semantic characteristics of ‘-keyss-’ with ‘-keyss-’ taken to have such meanings as [supposition], [volition], [future], and [possibility].
Chapter 3 analyzes textbooks of Korean, which are published by some domestic collegial institutes, in order to investigate how ‘-keyss-’ is presented in the current education of Korean.
As a result, we see that textbooks of Korean clearly present semantic functions of ‘-keyss-’ but provide little explanation about its syntactic constraints. They present ‘-keyss-’ as having meanings only including [supposition], [volition], and [future]. They not only present these meanings without specific distinction, but also hardly address grammatical explanation of syntactic-morphological constraints on ‘-keyss-’ in detail.
Chapter 4 proposes an educational plan that complements the problems presented in chapter 3. It presents structural, meaningful, and conjugational practices for ‘-keyss,’ by dividing its semantic functions. The class model is a 3-step PPP model consisting of 'presentation - practice - production.'
Though the teacher explains meanings of '-keyss-'; [supposition], [volition], [future], and [possibility], he or she is supposed to assume that preliminary learning of them has been fulfilled. As the meaning [possibility] is a grammatical item difficult for elementary learners to learn, and has subtle differences from the meanings [volition] and [suppostion], which make the learners have difficulty understanding them, this study only 'presents' it.
This study is significant in that it recognizes the importance of the expressions of [supposition], [volition], [future], and [possibility] with ‘-keyss-,’ explicates problems with textbooks, and presents a specific educational model.
，韩语论文网站，韩语论文 |
