This study is for drawing up an effective teaching and learning method for Pakistani beginners. Unlike for China, Thailand, or Vietnam, Pakistan has no theoretical study to make a contrastive analysis between Korean and Urdu language or analyze errors...
This study is for drawing up an effective teaching and learning method for Pakistani beginners. Unlike for China, Thailand, or Vietnam, Pakistan has no theoretical study to make a contrastive analysis between Korean and Urdu language or analyze errors among the Pakistani Korean language learners. Hereafter, however, preceding study for the theoretical basic analysis is necessary for growing Korean language education naturally in Pakistan. If we make a gradual accumulation of the study results with Contrastive Analysis and Error Analysis, it will be possible to design curriculums and making textbooks, as well as to make effective teaching·learning methods.
In the second chapter the Contrastive Analysis Hypothesis(CAH) and Error Analysis(EA), which are the theoretical backgrounds for this study, are investigated.
On the basis of this study, in third chapter, the morphological, syntactical, and lexical characteristics of Korean and Urdu language are firstly outlined, and tried to tell their similarities and differences, and then the Contrastive Analysis for the individual phonemes of the two languages are made for pronunciation education which is very important in the beginning stage. And This contrastive analysis showed some phonetic differences, which are present in the two languages but vague, and which are unique to Korean language, and through this analysis, the degree of difficulty and errors which are suffered by Pakistani Korean learners are tried to reveal.
The following provides information on the prediction. First, there is a possibility that Pakistani students may pronounce ‘ㅂ, ㄷ, ㄱ, ㅈ’ into a voiced sound. Second, they may feel difficulty for pronouncing ‘ㅆ’ of the Korean language, which is not found in Urdu. Third, since 'ㅇ‘ in the Korean language does not exist in Urdu, they may err by wrongly using 'ㅇ’ and 'ㄴ‘, are realized at the end of syllable. Fourth, they may pronounce Korean language's flap sound, 'ㄹ[r]’ as Urdu's liquid sound ‘[r]’ by significantly vibrating or rolling the tongue. Fifth, they may produce '으‘ into '이‘ because it doesn't exist in Urdu. Sixth, they may produce '어‘, which is not in Urdu, into '아’ or '어‘.
Lastly, chapter 3 has provided a focused contrastive analysis of 'postposition' from among grammatical categories. This is because 'postposition' constitute an important grammatical category that exhibits most clearly the grammatical characteristics of Korean language and for which beginner students make errors most frequently. Based on this, the present study was able to predict that Pakistani students will most frequently make mistakes with the 'nominative case postposition, 이/가’, the ‘supplement postposition, 은/는’, and the ‘Place postposition, 에/에서’.
Based on actual data on Pakistani beginner students, Chapter 4 has examined the characteristics of errors made by Pakistani students in case by case and analyzed the causes and results. For the pronunciation errors, many production activity cases have been observed and then some errors, which are expected by the contrastive analysis, have been produced, remaining some issue to generalize. Having looked at the data collected from writing practices of the Pakistani beginners, it was found that grammatical errors were more common with categorical replacement of postposition rather than allomorph replacement. Categorical replacement was most actively occurred especially with place postposition, '에‘ and '에서’, followed by the categorical replacement of the nominative case postposition, ‘이/가’ and the supplement postposition, '은/는’. Also, there was a lot of omissions of ‘이/가’ and ‘은/는’, which do not have any special mark in Urdu, and of ‘을/를’, which do not combine with non-living things. Due to the various grammatical meanings and usages of '', there were frequent errors linked with Korean postpositions which correspond to it. Besides, having analyzed lexical errors, this study found there are high frequency of error due to one to one lexical replacement between the native language words and foreign ones, and semantic ones which are caused mostly from inappropriate context or situation of the words found in the dictionary.
Based on the analysis results of chapter 3 and chapter 4, chapter 5 has explored contents and programs for effective instruction in Korean alphabet pronunciation, and grammar for Pakistani beginning students.
It appears that the contrastive analysis of Korean and Urdu language and the analytical research on errors made by Pakistani learners as conducted by the present study can provide theoretical information for designing academic curriculum and writing textbooks for Pakistani beginners. Moreover, this study can help minimize and correct errors on the part of the students at educational sites by providing Korean instructors with information on errors commonly made by Pakistani learners and with programs for instruction and learning.
This study is my first treatise conducted on Pakistani learners and so remaining much need for further consideration. In the future, I may anticipate better research on all the areas of their language acquisition including phonology, morphology, semantic, discourse, and comparison of culture as these relate to Urdu and Korean language. Additionally, I hope that valuable field experiences will be accumulated, as error analysis by stage is continuously conducted.
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