The aim of this study is to suggest an effective teaching method for the expression of composition with bound noun to non-native learners of Korean. Since there is a limit to the ending of the word in the noun modifier according to the meaning of boun...
The aim of this study is to suggest an effective teaching method for the expression of composition with bound noun to non-native learners of Korean. Since there is a limit to the ending of the word in the noun modifier according to the meaning of bound noun, the learners may confront difficulty when learning the expression of composition with bound noun.
In chapter 2, the study emphasizes the expressions of composition with bound noun for Korean education. The study contains the expressions from the Korean teaching materials of college annex institutions which only noun modifier including ‘-은’, ‘-는’ comes ahead of bound noun. The expressions are classified into A, B, C, D types according to the selection of the word endings in the noun modifier to emphasize the limits of the ending of the words in the noun modifier of the expressions of composition with bound noun. The expressions can be classified as follows;
Type A: only ‘-은’ is selected as the ending of a word.
Type B: only ‘-는’ is selected.
Type C: ‘-은/는’ are selected.
Type D: ‘-은/는/을’ are selected.
The classification of the expressions of composition with bound noun are presented in Table 5 as two types. The first type can be defined as the expression that has one meaning of bound noun, and which the limit to the ending of a word in the noun modifier is same. The second type is the expression that has several meanings of bound noun, and which the limit to the ending of a word in the noun modifier is different.
In chapter 3, the study focuses on the methods to teach the researched expressions of composition with bound noun efficiently. It is efficient to focus on the limit to the ending of a word in the noun modifier when teaching the expression of composition with bound noun. For this, the teaching methods using ‘Input Enhancement’ and ‘Dictogloss’ mentioned in the 'Focus on form method' can be effective. 'Input Enhancement' was used to highlight the limits of word endings in noun modifier and bound noun. Also, the expressions which bound noun has one meaning and the word ending has same limits could be taught using the 'Input Enhancement'. 'Dictogloss' was very effective when used during 'activities' to teach difficult expressions such as expressions having the ending of a word in noun modifier different according to the meaning of bound noun. Especially the effect of learning boosts when the activity is accomplished with 'Dictogloss' to organize many expressions. Dictogloss helps learners to concentrate on grammar items and expressions, and to understand what is wrong and correct it by themselves. In addition, the four fields of language; listening, reading, writing and speaking are coinciding in this activity, which makes it very useful.
In chapter 4, the model lessons to teach the expression of composition with bound noun efficiently in Korean teaching scenes are prepared. The complemented class model that reflects the problems found in classes as a teacher , the degree of satisfaction and understanding through questionnaire and personal opinions is presented.
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