The thesis researched into the teaching method of Korean‘를’structure to Chinese learners. The analytical methods used in this study including L1 and L2 Contrastive Analysis, Contrastive Analysis Hypothesis (CAH), Markedness Differential Hypothes...
The thesis researched into the teaching method of Korean‘를’structure to Chinese learners. The analytical methods used in this study including L1 and L2 Contrastive Analysis, Contrastive Analysis Hypothesis (CAH), Markedness Differential Hypothesis (MAD), Animacy Theory in Language Typology, Biased Error Analysis, L2 Learning Theory, etc. And it focused on the questions such as what component of ‘를’ actedin the structure , what kind of order is it arranged in and which teaching method should be taken.
Firstly, different kinds of ‘를’structures were inspected according to different classified standards such as the meaning of ‘를’, character of the object, case-marker of the structure, character of the predicate and etc. And which classified standard is most suitable to Chinese learners was drawn in the study, and the thesis also did a contrastive analysis with Chinese inconstruction, component and order of the ‘를’structure.
In the contrastive analysis of construction, Chinese sentence structures which are mostly corresponding to Korean ‘를’structure were observed, such as Chinese Verb-Object construction, ‘ba’ structure, causative construction, and passive construction. And under whatcertain of rules could the correspondence in two languages could be achieved.
In the contrastive analysis of component, components in Chinese sentence which are corresponding to Korean ‘를’structure were observed, as well as the similar and different parts in two languages.
In the contrastive analysis of order, the thesis studied the sentence order in Korean ‘를’structure and its corresponding Chinese counterparts in various aspects including syntactic, semantic and message structure. And the similar and dissimilar points were also observed as well.
Based on the above-mentioned contents, three kinds of hypothesis were put forward and experimental demonstration were taken. The conclusions were drawn as the following. In the beginning and intermediate phase of learning ‘를’structure, learners take a similar influence from his mother tongue and it had nothing to do with the length of learning. And the degree of the influence were researched in the study. The thesis demonstrated the hypothesis that in the course of learning ‘를’structure, ‘를’structure1 which was set in the study is simpler than structure2, while structure2 is simpler than structure3 and proved the rationality of the hypothesis that the reason of biased error was caused by three sides, which were teaching materials, learning and teaching methods.
As to the learning order of a second language, after observing of the existing learning order, the thesis found that those teaching materials written by Koreans did not talk systematically in grammatical part to Chinese learners, and this could cause Chinese learners to make error sentence. And the teaching materials written by Chinese though considered Chinese learner’s character, they just did a superficial contrast, and this would also incur error sentences. The thesis emphasized that teaching Korean as a second language should consider the mother tongue habit of the learners and start out from their cognition and thinking order.
Based on the contrastive and biased error analysis, the thesis put forward two principlesthe teaching order should obey in both structure and semantics. In structure, sentence structure which are used most frequently should be taught first and this has no connection to the complexity of the structure. And the positive effect from learner’s mother tongue should be taught first, while the negative parts later. In semantics, the most typical meaning should be taught first, and according to the principal of teaching the positive first, the simple structure is prior to complex, while typical meaning is prior to derivation.
Besides, the thesis pointed that the learning order should be divided into inner arranging order and cumulative arranging order. Inner arranging order means that the different semantic meanings of ‘를’should be arranged in the order of the learner’s cognition order. While cumulative arranging order means the integration of the knowledge of all and with the combination of the theory of linguists.
Based on the above-mentioned contents, the thesis set Chinese students as the object and researched the grammatical parts of ‘를’structure teaching and also talked over the ways the structure was described. It was pointed in the thesis that the description should be done in both semantic and syntactic, as well as its function. And it should also be described with the way of being compared to learner’s first language. The thesis argued that when explaining the semantic and syntactic function of ‘를’, the Chinese semantic and syntactic character, which may be or may not be contained in it should also be described simultaneously.
The thesis emphasized that during the learning of ‘를’structure, compared to the importance of the teaching materials and learner himself, the roles that a teacher play weight heavier.The aim of different learning level should not be the same and the corresponding teaching methods should also bear some difference.
Beginning phase should set its aim of understanding, and try its best to make learners be familiar with the target with the use of teaching methods such as contrastive analysis and ranking ‘를’structure to several levels.
Intermediate phase should take teaching methods which set communication and writing as its aim. The thesis pointed out that teaching method which aimed at communication should put an emphasis on the feedback effects of biased error rectification and meanwhile clarify the object and meanings of the rectification. And teaching method which aimed at writing ability should take a way of grammar-translation combination, and also have to ensure the accuracy.
Finally, with the cumulative teaching method, from bottom standard rules to upper ones, from common characters to detailed and special ones, from general contents to exceptional ones, the thesis tried to find a way to help learners to recognize that language is more than a kind of tool, we should stand at the height of linguistics research and contrastive linguistics, not only learn, but also study the language.
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