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-- 2.0
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2013 2
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: 2005-23003
-
- iii -
I. 1
1. 1
2. 6
3. 9
. 15
1. 15
1.1. 15
(1) 15
(2) 20
1.2. 21
2. 25
2.1. 25
2.2. 29
3. () 31
3.1. () 32
(1) 32
(2) 34
(3) 36
3.2. 37
(1) 38
(2) 39
. 45
1. 45
-
- iv -
1.1. 45
1.2. 52
1.3. 54
(1) 55
(2) 59
(3) 64
(4) 66
1.4. 68
2. 70
2.1. 70
(1) 71
(2) 80
2.2. 2 91
(1) 2 91
(2) 93
2.3. 95
(1) 95
(2) 98
(3) 100
2.4. 103
(1) 106
(2) 108
. 111
1. 111
1.1. 111
1.2. 115
-
- v -
2. 117
2.1. - 117
(1) 117
(2) 123
2.2. -- 126
(1) 126
(2) 130
(3) 137
3. 141
3.1. 142
3.2. 143
3.3. 146
. 147
151
Abstract 157
-
- vi -
9
10
10
11
13
19
27
33
34
35
35
37
37
43
52
53
55
56
57
58
59
-- 60
//, //, // 61
62
63
// // 63
64
65
-
- vii -
//, //, // 66
66
67
( ) 68
68
69
() 69
() 70
72
(1) 73
(2) 74
75
() 76
77
78
78
79
() 80
-- 81
-- (3) 82
- () 82
-- () 83
() 85
1( ) 85
3 86
//-// 87
//-// 88
//-// 89
90
//-// () 90
-
- viii -
2 92
2 92
94
2 94
95
97
99
100
- (1) 101
- (2) 102
- (3) 103
106
106
108
110
111
115
116
116
3 4 118
119
120
121
122
7 123
125
127
1-5 128
131
132
-
- ix -
133
(1)- 134
(2)- 134
137
138
139
139
140
142
143
144
145
3 5 145
146
2
22
23
40
(Sampson) 41
46
47
48
49
113
113
114
128
-
- 1 -
I.
1.
, 1)
,
() .
() () ,
. (2004:18)
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() .
(1992:11)
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.
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(1992:420)
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(literacy) .
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20% . (1991),
(2002), (2006)
. (2008:14-15)
97% ,
70% .
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2) (2006:1)
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3) , ,
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30
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(Facebook)
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6)) , (,7) ), (
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, 24,000,000 1 125
(2012 7 26, http://news.naver.com/main/read.nhn?mode=LSD&mid=sec&sid1=105&oi
d=001&aid=0005719415).
5) 2011 () 2010
57,783, 68.9% 1 .
6) () ()
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7) () (Cantonese)
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5 20 90%
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(2012 2 ) 710 ,
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10) ,
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11)
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, 3~4 . 2011
2011( 3) 1, 2, 3 2,059, 2,061, 1,559
( 5,679), 2012( 4) 1, 2 1,460 1,837.
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15-20%12)
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5,500 . ( 1)
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13) 240 190(80%)
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2.
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(Selinker 1972, 1992)
(Interlanguage), (Fries 1945) (Lado 1957, 1985)14)
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(Sampson 1985), (Sassoon 1995), (Cook 1997), (Coulmas
2003) , (Cook &
Bassett 2004) 2
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(Developmental Spelling Theory)
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(alphabet), (pattern), (meaning)
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( 2008).
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(2002) (2002, 2003, 2008)
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(97%),
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(Lado 1957) (Selinker 1992), (Lado 1985),
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15) 2002 ( 2
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http://library.mest.go.kr/edu/components/searchir/viewer/frame.asp
x?type=FILE&id=8364).
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1,500 .
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1
2
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1 2 3 4 5
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1 2 3 4 5
10 26%(6)
13%(10)
26%(27)
16%(12)
12%(6)
18%(61)
20 57%(13)
48%(38)
50%(53)
42%(32)
58%(30)
49%(166)
30 17%(4)
19%(15)
12%(13)
28%(21)
17%(9)
19%(62)
40 - 19%(15)
10%(11)
9%(7)
8%(4)
11%(37)
50 - - 1%(1)
4%(3)
5%(3)
2%(7)
60 - 1%(1)
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100%
(23)
100%
(79)
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(105)
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(76)
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(52)
100%
(335)
1 2 3 4 5
13%
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(31)
87%
(20)
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(75)
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(69)
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(44)
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(304)
100%
(23)
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(79)
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(105)
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(76)
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(52)
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(335)
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2008 8 2010
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2011 2 2727 1 2 AB 1,692
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32011 6 24
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12 1992 3 2
A, B
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7 2962 2 - A, B 5,287
27 30 12 12
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(Lado 1985:106).
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(positive transfer),
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-
- 17 -
transfer), (interference) (Brown 2000:94-95).
(Odlin 1989:27).27)
.28)
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27) ,
. Transfer is the influence resulting from similarities and differences between the
target language and any other language that has been previously (and perhaps
imperfectly) acquired(Odlin 1989:27).
28)
. . 1. Transfer
is not simply a consequence of habit formation, 2. Transfer is not simply
interference, 3. Transfer is not simply a falling back on the native language, 4.
Transfer is not always native language influence(Odlin 1989:25-28).
-
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(interlingual transfer), (intralingual transfer), ,
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29) (2003:84) .
30) 2, 3, 5, 8 (2009) .
4, 6, 7 , 1
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(2008) . ,
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-
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1Richard
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(1974)
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5Kleppin
(1998)
/
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50)
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(2)
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[n], [], () [p], [t], [k] 9 . 10
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53) 53 ()([m] [])
51 . ()(2009
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54)
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i y u
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62) (Cook & Bassett 2004:324-326)
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Abstract
A Study on Teaching Orthography at the Elementary Level of Korean
Language as a Foreign Language:
Focusing on Cantonese Speakers of Hong Kong
Polly, LOONG
Early literacy in Korean as a foreign language at the elementary stage refers to
first, the ability of reading and writing Korean letters correctly, and second, the
ability of comprehending the meaning and form of Korean characters and words.
The ability of recognizing Korean characters(including letters, syllables and
words), that is the ability to recognize the letter-sound-meaning relationship
within characters and words, is the key to early literacy. The aims of this study
are to verify the importance of teaching orthography from the elementary level of
language studies, and to design and verify the effective pedagogical contents and
methods for elementary Korean learners in order to enhance their character
recognition ability via case study on Cantonese speakers in Hong Kong.
Orthography is one of the fundamental elements in teaching literacy as the
spelling patterns in each language are inter-related to phonics and Korean, which
is a phonogram but written in syllable form, the character recognition ability
within word-patterns not only influences fluency, but also the comprehension
ability of learner. As a result, the ability to spell correctly is not an option, but
definitely an essential pedagogical content in learning Korean as well as any
foreign languages. In this research, the focus of orthography education is the
enhancement of character recognition ability which ultimately will lead to the
improvements in spoken and written Korean.
In order to design an appropriate and effective pedagogical contents to enhance
the character recognition ability for elementary students, the first step is to find
out what their difficulties are, and why they have such difficulties in learning
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- 158 -
Korean at this particular stage. That is, to find out their spelling errors and the
reasons behind them. The error analysis process in this research is divided into
two different stages, each of 2 years duration. The first stage is a preparation
stage, in which basic patterns and reasons of errors were gathered via student
discussions and class observations. The second stage is the actual data collection
and analytical stage, in which spelling errors are systematically collected on a
large scale via dictations (for 5 semesters with 320 students in average). There
are two review sessions during and after the analytical stage as well as individual
and group interviews with students and teachers(including peer teachers and other
language teachers) in order to gain more objective perspectives and in-depth
view of the reasons behind student errors.
According to the letter-sound-meaning character recognition process, student
errors were divided into three different groups which are letter error, sound error
and meaning error. Based on the error analysis results(25,437 syllables), the
four main reasons of students spelling errors were: first language interference,
common language (English) and other Second language interference (Japanese),
target language development error and learning strategy error. Based on these
analytical results, the pedagogical contents and methods were separated into
Letter-sound and Letter-sound-meaning enhancement contents aiming to
maximize the learning effect within the limited time of the elementary stage.
The pedagogical contents were tailor made for Cantonese speaker based on their
error patterns and at the same time trying to utilize their phonological knowledge
of their first language in recognizing Korean phonics. Moreover, in order to
enhance student awareness and ability in noticing the distinctive features of
Korean characters, creative exercises designed by utilizing the actual student
errors were introduced as one of the main corrective methods. Furthermore, in
order to elevate learning motive and to match the changes in learning styles,
Korean pop culture and Internet-based exercises were also introduced.
This research is based on both quantitative and qualitative approaches in finding
the reasons of student errors during the recognition of letter-sound-meaning of
Korean characters. The findings of this research impact on elevating the
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importance and awareness of orthography in Korean learning and reveal that, in
orthographical development of Korean for Cantonese speaker, there is a strong
influence from the students first language especially in sound error due to the
phonological differences between the two languages and negative transfer from
phonological errors in students first language. At the same time the lack of
orthographic knowledge of the target language as well as individual preference in
learning strategy also play significant parts to the cause of errors. Furthermore,
by enhancing the character recognition ability of students via creative
learner-centered exercises could raise their awareness of orthography, as well as
building up their skills in identifying the distinctive features of the target
language. Overall, the pedagogical contents and methods were proven to be
effective in decreasing the spelling errors, especially in letter errors and sound
errors which suggested the enhancement of Korean character recognition ability,
as well as the early literacy of the elementary Korean students.
Key words: Korean as a foreign language, Korean orthography, orthography
studies, character recognition process, character recognition ability,
elementary study, early literacy, student error, error analysis
Student number: 2005-23003
I. 1. 2. 3.
. 1. 1.1. (1) (2)
1.2.
2. 2.1. 2.2.
3. () 3.1. () (1) (2) (3)
3.2. (1) (2)
. 1. 1.1. 1.2. 1.3. (1) (2) (3) (4)
1.4.
2. 2.1. (1) (2)
2.2. 2 (1) 2 (2)
2.3. (1) (2) (3)
2.4. (1) (2)
. 1. 1.1. 1.2.
2. 2.1. - (1) (2)
2.2. -- (1) (2) (3)
3. 3.1. 3.2. 3.3.
. Abstract