This study explains the feature of syntax and semantic of ？-a/ə nohda, -a/ə bərida, -a/ə boda, -a/ə oda, -a/ə issda, -a/ə juda？ in combination with ？-a/ə' auxiliary joined termination which is recorded in ...
This study explains the feature of syntax and semantic of ？-a/ə nohda, -a/ə bərida, -a/ə boda, -a/ə oda, -a/ə issda, -a/ə juda？ in combination with ？-a/ə' auxiliary joined termination which is recorded in the majority of textbooks used by Korean language instructors. Furthermore, this presents a method for professors and Korean language instructors to teach Korean auxiliary verbs to foreign learners in order for them to understand the use and meaning of auxiliary verbs and to be interested in learning Korean language based on these concepts.
Chapter 2 focuses on existing studies about auxiliary verbs, and how these studies explain general features and types of auxiliary verbs which can be used in Korean language education. Auxiliary verbs can support the meaning of preceding verbs but auxiliary verbs cannot be used all by themselves. These verbs can follow preceding verbs and have meaning in grammar. They should be used with separation substitution, and they can have separation movement, separation omission, etc. Classifying auxiliary verbs around their meaning can make a foreign learner understand the function of auxiliary verbs and make full use of them.
The 3rd chapter offers an efficient teaching method. The method cleans up the kinds of auxiliary verbs included in many published textbooks; all textbooks published by a Korean university were analyzed. In addition, problems with the content structure method of auxiliary verbs which has been dealt with in many textbooks have been examined. Learners need the prescribed teaching method to figure out the application surroundings and meaning, and then simulate a real situation.
Chapter 4 examines the feature of syntax and semantic of auxiliary verbs such as ？-a/ə nohda, -a/ə bərida, -a/ə boda, -a/ə oda, -a/ə issda, -a/ə juda？ for Korean language education.
Chapter 5 shows a class model and examines the teaching method based on this model for foreign learners to study auxiliary verbs more efficiently. Therefore, the chapter examines the feature of the communicational teaching method and the subject-at-the-center teaching method for this concept. This ？s prescribed teaching method uses two teaching methods and grammar education to raise adequacy and accuracy. The class is structured as follows: Warm-up - Presentation - Practice - Use - Follow then explanation of ？-a/ə boda？ in beginner courses, ？-a/ə issda？ in intermediate courses, and ？-a/ə bərida？ in high class course as the main themes.
This study has examined foreign learners study auxiliary verbs. It has also observed the positive effects of the teaching method outlined in this . By showing the syntax and semantic of Korean auxiliary verbs, learners understand the contents. Therefore, students can better understand learning material, and instructors can use their materials more effectively.
，韩语毕业论文，韩语论文 |
