上級日本語学習者の格助詞の誤用に関する一考察―韓国人と中国人学習者を対象に―
A Study on the Misuse of Case Particles by Advanced Japanese Learners: Targeting Korean and Chinese Learners
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The following three conclusions are drawn from the comparative analysis of the misuse of case particles by Korean and Chinese Japanese-language learners at the higher level. Firstly, although there are some differences in the misuse status of Korean and Chinese learners, the difference in the frequency of misuse between different types of misuse is not so obvious. Secondly, although there are more misuses related to the confusing use of case particles in the compositions of both Korean and Chinese learners, there is a difference between Korean and Chinese learners in terms of the difference in frequency of misuse compared with other misuse types. Thirdly, after reaching the advanced level, most of the misuse by Korean learners is caused by unclear understanding of the meaning of the context, while most of the misuse by Chinese learners is caused by unfamiliarity with basic grammatical rules. Based on the above analysis results, this study proposes three learning strategies. The first point is to re-examine the learning methods in the early stages of learning. The second point is to consciously identify case particles with similar meanings and usage. The third point is to pay attention to timely classroom feedback.
Abstract
The following three conclusions are drawn from the comparative analysis of the misuse of case particles by Korean and Chinese Japanese-language learners at the higher level. Firstly, although there are some differences in the misuse status of Korean and Chinese learners, the difference in the frequency of misuse between different types of misuse is not so obvious. Secondly, although there are more misuses related to the confusing use of case particles in the compositions of both Korean and Chinese learners, there is a difference between Korean and Chinese learners in terms of the difference in frequency of misuse compared with other misuse types. Thirdly, after reaching the advanced level, most of the misuse by Korean learners is caused by unclear understanding of the meaning of the context, while most of the misuse by Chinese learners is caused by unfamiliarity with basic grammatical rules. Based on the above analysis results, this study proposes three learning strategies. The first point is to re-examine the learning methods in the early stages of learning. The second point is to consciously identify case particles with similar meanings and usage. The third point is to pay attention to timely classroom feedback.
참고문헌 (27)
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