Loanword education has not received much attention in the Korean vocabulary learning until now. It is because most of the loanwords are English origin words and they tend to be considered as familiar 'English' vocabulary at certain extent rather than ...
Loanword education has not received much attention in the Korean vocabulary learning until now. It is because most of the loanwords are English origin words and they tend to be considered as familiar 'English' vocabulary at certain extent rather than Korean loanwords. Accordingly, the learners as well as Korean teachers have not have thought to learn loanwords themselves.
Actually however, the Japanese learners of Korean language who live in Korea say they have felt the need and difficulties in 'loanwords' in everyday life which they did not recognize before they had lived in Korea. Especially, most of them have difficulties in ordering menu in cafes. For example, a learner at entry level tried to order ‘Caramel Frappuccino’ but the Korean cashier did not understand. From the experience, the learner always order 'Americano' which is easy to pronounce. An advanced learner asked for 'Marlboro' when he bought cigarettes at a convenience store. However, he couldn’t make himself understood he had to say it several times As explained above, loanwords are used much more frequently than native speakers are aware of. Loanwords are required in everyday life in Korea, but there is no opportunity to learn Korean loanwords in Korean language classes, which make it difficult for learners to pronunciation and write down Korean loanwords. Considering these situation, this is to support loanwords education for Japanese learners of Korean through a phoneme contrastive analysis of the Korean and Japanese loanwords.
Chapter 1 has reviewed the discussion on the Korean loanwords and contrast of Korean and Japanese loanwords in three areas of Korean linguistics, Korean educational linguistics and Japanese language education, and discussed the objectives and needs of this study.
Chapter 2 has examined the concepts and notation of Korean and Japanese loanwords prior to full-scale contrastive analysis, and summarized the distinctive elements of each language.
Chapter 3 has extracted loanwords list for the phoneme contrastive analysis on the basis of a list of loanwords by Hyeonhwa Kang (2014). In that process, top 600 words were chosen after duplication and frequency survey to demonstrate the objectivity and validity, followed by final extraction of 513 loanwords after excluding some according to the selection criteria. These words were largely divided into three groups of vowel inserting, vowel contrast, and consonant contrast, and the analysis results were given in one-on-one-on-one basis for the original language, Japanese and Korean.
Chapter 4 used the contrastive analysis results of Chapter 3 to present the results of the hearing test and speech production test in order to see the patterns of the recognition and production of Korean loanwords by the Korean Japanese learners.
Chapter 5 summarized and presented the above mentioned discussions and analysis results, and mentioned about the implications and limitations of this study and the future research prospects.
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