The purpose of this research is to find out an accurate teaching method to instruct usage of inclusive particles, such as {도}, {까지}, {조차}, and {마저}, to Korean learners in Korean classes. Considering that the intermediate and advanced lea...
The purpose of this research is to find out an accurate teaching method to instruct usage of inclusive particles, such as {도}, {까지}, {조차}, and {마저}, to Korean learners in Korean classes. Considering that the intermediate and advanced learners would meet with all of these particles, this research suggested the need of an appropriate class model for learners to understand characteristics of each auxiliary particle and use particles more precisely.
In chapter 1, it clarified the purpose of the research and investigated into preceding researches. It took a look at Korean language studies concerning particles and the trend of Korean teaching, as well as characteristics of each particle's meaning. According to the analysis of preceding researches, there are not enough researches concerning Korean teaching while the ones about Korean language were being conducted relatively actively.
In chapter 2, it inquired out the usage of {도}, {까지}, {조차}, and {마저} in real life through corpuses between the natives. The analysis of the corpuses indicated various meanings of each particle based on frequency of use, so it was very helpful to depict distinctive features of each particle. The fact acquired from the analysis set a standard in Chapter 3 as well, to clarify an appropriate suggestion order of these particles in textbook and ranges of their various meanings.
In addition, it categorized the common errors concerning {도}, {까지}, {조차}, and {마저} found in the writing materials of Korean learners, obtained from Korean classes. The learners make diverse errors in terms of form, syntax, and meaning when using {조차} and {마저} especially. In other words, it indicated that Korean classes need to teach not only basic forms and meanings but also distinctive difference of meanings of these particles.
In chapter 3, it investigated into the explanations concerning distinctive semantic features of {도}, {까지}, {조차}, and {마저} in a Korean grammar dictionary, a Korean grammar and Korean textbooks. As aforementioned in Chapter 2, {도}, {까지}, {조차}, and {마저} have common semantic features of inclusiveness. However, they also contain different basic semantic features to some extent, so it requires different interpretation in accordance with the context. Hence, this research set up a basic semantic feature for each particle; it is “Same" for {도}, “Limitation" for {까지}, “Addition" for {조차}, and “End" for {마저}. Moreover, considering that each particle also contains various semantic features, the conclusion pointed out that the basic semantic features should be taught in basic classes and so should expanded semantic features in advanced courses.
The Korean textbook analysis was conducted on composite textbooks and reading textbooks separately. The reason of dividing category of textbook analysis was to show the difference of particle suggestions in both textbooks, considering that the difference of usage in verbal and written sentences was revealed in Chapter 2. According to the analysis, both textbooks did not offer a ground for successive learning, as they lacked the link between basic and expanded semantic meanings or explanation of grammar.
In Chapter 4, it made a suggestion of solving the problems found within Korean textbooks to enhance them. In addition, it described the features of form, syntax and meaning of these articles, which were found by several preceding researches as well as this one. Based on what has been discussed, this research suggested a new teaching model, which consists of 5 stages of Warm-up→Presentation→Practice→Use→Follow up. This model was designed to offer efficient classes to Korean learners by emphasizing distinctive difference of particles, all of which have inclusive meanings.
，韩语论文题目，韩语毕业论文 |
