This study is derived from the necessity of research on intermediate and advanced leveled Korean learners. Even though the expressions on time line are critical elements in communicative ability, but the actual study on this subject has rarely investi...
This study is derived from the necessity of research on intermediate and advanced leveled Korean learners. Even though the expressions on time line are critical elements in communicative ability, but the actual study on this subject has rarely investigated. The expressions on time line in Korean have widely influence on the tense, aspect and mood, and even the intermediate and advanced leveled learners make a lot of mistakes on these. This study aims to find out the characteristics and problems of using tense and to enhance the communicative ability.
In chapter 2, many different points of views on errors are looked into, and error judging criterion is presented through error analysis theory. Also, based on the idea that the causes of errors are in target language, the errors are classified into the omission, replacement and addition according to the surface types of errors.
In chapter 3, errors on tense suffixes of past, present, and future are analyzed. According to the result of the analysis, past tense errors of intermediate and advanced learners arise from the lack of understanding on aspect categories rather than tense categories. Present tense errors are due to the lack of recognition on tense category that leads to refer direct real situation. Future tense errors come from the confusion with present tense, and the failure of distinction between supposition and volition. Also, a lot of replacement errors came from the unskilled use of tense elements are shown.
In chapter 4, teaching methods to solve those problems are suggested. In past tense, Korean learners make errors because they don't recognize that Korean ‘-었-’ can be used to form perfect and resultative aspect. So it is better to be taught in two dimensions: tense and aspect. For this, teachers can give learners several sentences that show the characteristics of verbs and teach them recursively following the learning levels.
In present tense, clear teaching for '-는-, -ㄴ-, -다' is necessary, since the learners don't know that '-는-, -ㄴ-, -다' express present tense category. Especially, teachings about addition of '-었-' in stative predicates and progressive aspect with '-ㄴ-/-는-' need to be gradually done following the characteristics of verbs. The instruction that shows present tense can be used to express daily routines and universal truth is also needed. In present tense, since learners are not accustomed to the variations on part of speech and make errors, from the beginning learners need to be taught how to distinguish part of speech from each lexical items and through repetitive practice, they can reduce errors.
In future tense, because learners have had a simple instruction that '-겠-' expresses future, they fail to distinguish supposition and volition. With complexity of target language, learners overgeneralizes and misuses '-겠-' to be future all the time as the avoidance and simplification strategies. Therefore, '-겠-' needs to be clearly divided into supposition and volition. Also teaching method that helps learners to realize the meaning difference of '-는-, -ㄴ-, -다', '-겠-' and '-(으)ㄹ 것' through sentential practice is presented.
，韩语论文，韩语论文题目 |
