The purpose of this study is to analyze errors of Korean interrogative sentences’ intonation made by Thai students and to improve effective teaching methods of it.
Focused on the purpose of this study, the second chapter reviewed previous research...
The purpose of this study is to analyze errors of Korean interrogative sentences’ intonation made by Thai students and to improve effective teaching methods of it.
Focused on the purpose of this study, the second chapter reviewed previous researches, which explained definitions of ‘intonation’ and recent tendencies in studies on Korean interrogative sentences’ intonation. I described the similarities and the differences of interrogative sentences’ intonation between Korean and Thai language.
The third chapter, I analyzed Korean interrogative sentences’ intonation of Thai students through experiment and figured out the characteristics of it.
As a result, I found out that the biggest reason was because Thai students did not understand the types and the characteristics of the Korean interrogative sentences’ intonation than any other reasons.
They did not take any lecture of Korean interrogative sentences’s intonation in Korean class. Teachers only let them listen to the tapes or CDs but did not employ visual methods.
The fourth chapter, to improve the biggest reason of errors I had a experimental class to Thai students.
I explained the basic types and characteristics of Korean interrogative sentences’ intonation to the students and showed them Korean interrogative sentences’ intonation not only by audio methods but also by visual methods.
Results of experimental class showed that the errors of intonation disappeared after the class, which were usually made by Thai students before the class.
It is necessary for Korean teachers to improve their teaching methods on Korean interrogative sentence based on the results of the experiment.
First, it is necessary for Korean teachers to teach their students the types and the characteristics of Korean interrogative sentences’ intonation.
Second, Korean teaching materials should also include visual data to show students how to pronounce Korean interrogative sentences’ intonation.
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