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This study is a contrastive analysis of linguistics in the English and Korean language to discover the similarities and the differences between two languages in terms of a comprehensive point of view. To undertake this study, five parts are examined: phonetics, morphology, semantics, syntax, and culture. From these comprehensive findings, we can understand and predict the errors or difficulties in the language learning process for English-speaking learners of Korean and Korean-speaking learners of English. Additionally, we are able to elicit pedagogical implications of English education and Korean education as well as bilingual education.
The findings of this study are as follows:
First, the study shows that English is a stress-based language while Korean is a syllablebased language. It is important to study segmental and suprasegmental aspects of phonetics and phonology. Furthermore, language teachers should know the differences between the two languages in terms of hierarchy of difficulty. Second, English is an inflected language while Korean is an agglutinative language. There are no grammatical elements such as articles, relative pronouns or prepositions in Korean, whereas verbal endings and postpositions are not identified in English. Language teachers should know the remarkable differences in linguistic typology between the two languages. Third, the word order in English is SVO, while in Korean it is SOV. Fourth, language is closely connected with culture, which can make language learners feel that learning a foreign language is quite difficult. In other words, the English language originates from the Christian philosophy and the Korean language from Confucian philosophy, which displays different language expressions in the two languages. Language teachers should know these cultural differences.
It is worthwhile to consider two language learners, i.e., KFL learners and EFL learners, in regard to foreign language education in this study. In addition, this study gives some practical examples based on hierarchy of difficulty.
The findings of this study are as follows:
First, the study shows that English is a stress-based language while Korean is a syllablebased language. It is important to study segmental and suprasegmental aspects of phonetics and phonology. Furthermore, language teachers should know the differences between the two languages in terms of hierarchy of difficulty. Second, English is an inflected language while Korean is an agglutinative language. There are no grammatical elements such as articles, relative pronouns or prepositions in Korean, whereas verbal endings and postpositions are not identified in English. Language teachers should know the remarkable differences in linguistic typology between the two languages. Third, the word order in English is SVO, while in Korean it is SOV. Fourth, language is closely connected with culture, which can make language learners feel that learning a foreign language is quite difficult. In other words, the English language originates from the Christian philosophy and the Korean language from Confucian philosophy, which displays different language expressions in the two languages. Language teachers should know these cultural differences.
It is worthwhile to consider two language learners, i.e., KFL learners and EFL learners, in regard to foreign language education in this study. In addition, this study gives some practical examples based on hierarchy of difficulty.
목차
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 언어 간 차이의 실제
Ⅳ. 결론
< Abstract >
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UCI(KEPA) : I410-ECN-0101-2015-200-001632649