The expression and the adjectives of the senses in Korean language create the semantic field that is developed by the intercourse of linguistic universality and specialty. Also, the expression of the senses, as the crux of the delicate sensibility and...
The expression and the adjectives of the senses in Korean language create the semantic field that is developed by the intercourse of linguistic universality and specialty. Also, the expression of the senses, as the crux of the delicate sensibility and expressive capability of the Korean language, reflects the linguistic and cultural characteristic of the Korean language. In this view, adjectives for the senses have a significant value in education of the Korean language.
In this study, the adjectives for the senses for education of the Korean language have been selected, and the awareness of the adjectives for the senses of the speaker of mother tongue and the foreign learner has been compared. As a result of comparing the awareness of the two groups, we can tell that the education of adjectives for the senses is important in education of Korean language.
In Chapter 2, the adjectives for the senses from the document of thebasic vocabulary for learning Korean language and those in the Korean textbook were compared and categorized according to the sense organ. A vocabulary list of 158 adjectives for the senses needed in the education of Korean has been created based on the vocabulary from the basic material for learning Korean and from Korean textbook.
Chapter 3 is about the survey of the adjectives for the senses that are frequently used and are in the beginner’s or intermediate textbook of the Korean language among the 158 adjectives, conducted on Koreans and foreigners (50 each). As a result, some of the responses of the two groups were similar, and the others were different. It has been verified that the foreign learner has many difficulties in applying in reality since various adjectives for the senses have been extensively developed.
In Chapter 4, the adjectives for the senses have been looked into from the perspective of morphology and semantics, and the factors have been searched that would be helpful for teaching and learning in Korean education.
First of all, from the perspective of morphology, the study was categorized into replacement of phoneme, derivative structure, and composite structure.
The study of synonyms by replacement of the phoneme was carried out into the cases of consonant and vowel replacement, where there is a synonymous relationship with the meaning of the word retained and contrasting with the difference in connotation.
There are two synonymous relationships by derivation; by derivation of prefix and suffix. The synonym by derivation of the prefix is the case where an adjective and the derivative adjective are in synonymous relationship, and the derivation by suffix is represented in various ways compared to that by prefix; a suffix that derives an adjective that is attached to the propernoun or etymon.
Composition is the process where the word is created by having more than two practical morphemes combined. The synonymous relationship by composition has been researched into the syntactic composition such as ‘noun / declinable word’ and the asyntactic composition of ‘etymon / etymon.’
And then, the semantic approach has been made into difference of conceptual meaning, difference in the degree, and the pattern of extension of meaning.
For difference of conceptual meaning, in order to understand the distinctive individual meaning of the two word, a pair of ‘light/bright’ has been taken as an example to compare the meaning of the two adjectives for the senses through the example sentences where only one could be used by setting the basic meaning of the respective word.
And then, for the adjectives for the senses in synonymous relationship according to the ‘degree,’ adjective for the sense of sight and tactile adjective have been looked into.
In adjective for the sense of sight, the color adjectives were analyzed by semantic element, and the overall semantic relationship pattern of the color adjectives such as ‘black/yellow/red/blue/white’ has been looked into.
For tactile adjectives, the change of expression has been studied according to the change of the temperature, focusing on the adjectives for the senses that represent the temperature, which was used in the survey.
Finally, the aspect of semantic extension has been studied into the adjective for the sense of sight and adjective for the sense of taste. The adjectives for the sense of sight were studied with emphasis on the aspect of the semantic extension of the adjectives for the color. In addition, the meanings of the basic adjectives for the taste and those that express the lower degree of taste have been researched through Standard Korean Dictionary, and the aspect of the semantic extension of each adjective for the sense has been studied through the example sentences.
As studied from morphological and semantic perspective, there were many cases where the adjectives for the senses have considerably complex word structures compared to other general vocabulary. It has also been found out that the difference in the meaning of the adjectives for the senses in synonymous relationship is represented in a various and complex way to one group of synonyms that becomes a large semantic field, showing various semantic relationship.
In the actual class, the vocabulary of the adjectives for the senses can be taught by using the visual images such as 3-dimensional hue circle or hue block or utilizing songs and advertising media. Also, the color adjectives can be categorized according to the level from ‘the list of vocabulary for learning Korean’that was used for the material of vocabulary when the adjectives for the senses for Korean education were selected to teach different levels of students.
Based on this research, extensive and active further research is expected to study the expression and adjectives of the senses in Korean education and preparing practical approaches for Korean education.
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