This aims to investigate whether the level of various texts shows syntactic coherence within the same grade and whether the various texts in Korean textbooks have been appropriately comprised according to the difficulty level. For this purpose, ...
This aims to investigate whether the level of various texts shows syntactic coherence within the same grade and whether the various texts in Korean textbooks have been appropriately comprised according to the difficulty level. For this purpose, three sorts of texts (main text, hearing text, and reading text) in Korean published by Seoul National University and Yonsei Korean published by Yonsei University were taken and analysed into syntactically-tagged corpus from which syntactic complexity of matrix clauses and embedded clauses were extracted. The syntactically-tagged corpus were classified into 12 different texts for each textbook, according to the grade and the sort of texts.
To analyze the sentences, analytic grammar was used in the . Therefore, the system of analytic grammar was introduced and its process was demonstrated in chapter 2. Analytic grammar is proposed by Uisu Kim(2008), which analyzes sentences into syntactically-tagged corpus in Korean. In this , the difficulty of sentences was rated by analytic grammar. In Chapter 3, the results of analysis were summarized and the specific data were shown in Chapter 4 and Chapter 5. In chapter 4 and 5, the results of analysis of Korean and Yonsei Korean were explained respectively. In chapter 6, the problems of the textbooks were indicated and the directions of modification were suggested, in accordance with the results.
In short, the main idea of the is as follows; after comparing those texts from various points of view, the problems were pointed in both textbooks, concerning syntactic coherence and difficulty. Firstly, in Korean, the level of three sorts of texts does not show syntactic coherence within the same grade. In addition, even though the difficulty of all the three texts is increased as the grade goes up, increase rate is not stable. Therefore it was concluded that only the main texts has been properly comprised according to the grade and there should be some modification of difficulty for hearing text and reading text. Secondly, Yonsei Korean reveals the similar problems as Korean. It means that three kinds of texts in Yonsei Korean do not achieve coherence within the same grade, either. The bigger problem of Yonsei Korean is the difficulty of hearing text, because its difficulty is decreased when the grade goes up. Focusing on these results, it is suggested that especially the hearing texts in Korean 3 be made more difficult by modifying embedded clauses in those texts. For Yonsei Korean, it is suggested that the hearing texts of grade 3 be made more difficult and reading texts in level 3 be made easier. Like Korean, embedded clause should be modified to revise difficulty of texts in Yonsei Korean.
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