This study intends to suggest an ideophone pedagogy for learners whose native language, German, has quite a different ideophone system from Korean.
Korean and German have many differences in terms of ideophones. Korean ideophones are grammatically we...
This study intends to suggest an ideophone pedagogy for learners whose native language, German, has quite a different ideophone system from Korean.
Korean and German have many differences in terms of ideophones. Korean ideophones are grammatically well developed with three layers, while German ideophones include onomatopoeia in exclamation and mimetic words in general use, without any specific definition as ideophones. Terms and concepts to describe such differences are therefore necessary. After using ‘ideophone’ as a comprehensive term, this takes a close look at the ideophonetic features of Korean and German.
It also analyzes comic strips and a Korean-German dictionary to examine the uses of ideophones. The results of the examination reveal the following features of German.
First, German specifies onomatopoeia as an exclamation.
Second, most mimetic words or onomatopoeic-mimetic words are used as verbs in German sentences.
Third, many German ideophonetic words can correspond to only one Korean ideophonetic word.
Fourth, German ideophones show repetition and consonant and vowel replacements, as does Korean.
Fifth, German ideophones are used to express emotions.
Sixth, German ideophones often borrow English words and phrases.
To understand the actual conditions and problems of reflecting ideophones for teaching Korean, this analyzes Korean textbooks and Tests of Proficiency in Korean. The results reveal that most of the Korean textbooks are published too fragmentarily to display the systematic features of Korean ideophones. Likewise, the textbooks and Test of Proficiency in Korean are out of balance.
As a way to solve such problems, this study makes an inventory of ideophones with a list of words frequently appearing in comic strips, Korean textbooks, and Tests of Proficiency in Korean. Then, based on the vocabulary inventory as well as the six features of German ideophones mentioned above, it suggests a pedagogy for German students of Korean.
Of course, this faces its own limits: a chosen comic genre's restricted selection of ideophonetic words, as well as an adopted dictionary's use as a general vocabulary dictionary, not a professional ideophonetic one. Nevertheless, as long as the differences between the two languages brought about by too contrary systems are considered as this suggests, teaching Korean ideophones to German learners should be advance greatly. In this regard, this study is worthwhile.
Finally, this study strongly recommends an ideophonetic dictionary be created soon for German students to learn Korean ideophones.
，韩语论文，韩语论文范文 |
