| 摘要: | This study aims to clarify the characteristics of auxiliary particles ‘do’, ‘ggaji’, ‘jocha’, and ‘majeo’, to present effective teaching methods for Taiwanese Korean students to learn these auxiliary particles accurately. Among the auxiliary particles in the Korean language, ‘do’, ‘ggaji’, ‘jocha’, and ‘majeo’ have similar meanings, which makes it difficult for foreign learners to distinguish the difference accurately, so they use them indiscriminately, or only use ‘do’ or ‘ggaji’ because their understanding of 'jocha' and 'majeo' are weak. Thus, this study examines and compares the characteristics of each auxiliary particle’s diachronic, syntactic, and semantic characteristics, and examines the different characteristics of each auxiliary particle. Based on this, the study suggests effective teaching methods for Korean learners in Taiwan.
A review of previous studies reveals that auxiliary particles 'do', 'ggaji', 'jocha' and 'majeo' have been discussed by many Korean linguistics scholars over a long period of time, but from an educational point of view, this discussion has not lead to effective teaching methods. It remains difficult for foreigners to distinguish between these auxiliary particles with similar meanings.
Chapter 2 describes the development of auxiliary particles 'do’, ‘ggaji’, ‘jocha' and ‘majeo’, and traces their semantic relationships from their origin to the modern Korean language. We identify the similarities and differences in syntactic and semantic characteristics of the auxiliary particles, and explain their resulting semantic relationships. We confirm that 'do’, ‘ggaji’, ‘jocha’ and ‘majeo’ have the common meaning of [+inclusion] or [+extremity]; meanwhile, they are distinguished from one another in that ‘ggaji’ is [+exceed extremity], 'jocha' is [-expectation], and 'majeo' is [+the last]. Jocha’ is also the most strongly negative.
In Chapter 3 proposes teaching methods for 'do’, ‘ggaji’, ‘jocha’ and ‘majeo’. First, a survey of Taiwanese Korean learners will be conducted to analyze errors about 'do’, ‘ggaji’, ‘jocha’ and ‘majeo’. And the study examines a Korean language textbook translated into Chinese in Taiwan and describes how each textbook explains 'do’, ‘ggaji’, ‘jocha’ and ‘majeo’. It notes that that ‘do’ and ‘ggaji’ are presented separately in the beginner level and intermediate level, while ‘jocha’ and ‘majeo’ are not presented at all until after the intermediate level. On these bases, the study suggests effective educational methods.
In the last chapter, we conclude and summarize the whole study and point out the limitations of this study. |
