A Comprative Study Of Mandarin-Korean Homograph And Teaching Method

Cultural exchange between Korea and China has started a long time ago and is still continuing. In the course of the cultural exchange, China has made a strong effect on formation of Korea culture, especially on language. That is, Korean and Chinese has been interrelated. Koreans did not have their own language in the past, so they used Chinese as their language before Hunminjeongeum was invented. It has been proved that Chinese character entered into Korean very long ago, and now it accounts for 55% of Sino-Korean. Based on their origin, the Korean words are categorized into three different types of word, which are Pure Korean, Sino-Korean(Chinese Korean words) and loanword. Among these, Sino-Korean(Chinese Korean words), which have the largest percentage of Korean words brought with the meanings of Chinese characters into Korea from China. Thus, a lot of Korean words have equal meanings and shapes with those of Chinese words, and they are called as homograph synonyms. The Chinese-originated words play a positive transferring role in the study of Chinese by Koreans. The homograph may be helpful for Koreans to learn Chinese. However, some homograph synonyms often have equal shapes but different meanings, thus may have a negative effect on Koreans'Chinese-learning. Second language learners in general are influenced by their mother tongue, and especially Koreans learning Chinese, they can be more affected by their mother tongue than others because of Sino-Korean. Furthermore, if the Koreans do not fully understand the differences in homograph synonyms when they communicate in Chinese, it is difficult for them to make correct expressions. Therefore, in this paper, I will analyze the homograph synonyms in depth by using comparative analysis approachand among the homograph synonyms, some difficult words will be selected as samples to answer test Korean Chinese learners through a question and answer test and an effective way will be searched to teach Chinese to Korean.This paper has five parts.In the first part, the purpose of the study, the study method, the range of the research and results of prior studies are introduced.In the second part, the origin and classification of Sino-Korean(Chinese Korean words)are introduced.In the third part, the analysis of homograph is showed and errors areanalyzed from the result of the question and answer test. In this paper, Two-syllable words of first, second, third and fourth grade are selected from《Grade Outline of Chinese Level Vocabulary》and《Korean-Chinese Chinese-character Comparative Dictionary》and are compared with corresponding Sino-Korean from《Korean Standard Dictionary》. After this process, the test is administered and from the result of the test, an emphasis and the difficulties on Koreans'learning process aredetermined. Through this analysis, effective way of teaching and learning Chinese are also drawn.In the fourth part, as an introduction part of teaching and learning methods, by using"Advanced Organizer"; one of Ausubel's meaningful learning theory, I will search for an instruction method of Chinese and an available teaching and learning method to use in practical instruction. This research will have a valuable meaning in teaching and learning of Chinese.The fifth part is the conclusions.I hope that this paper enlightens Korean about the differences of homograph so that they can avoid the negative influences from their first language and learn Chinese words effectively. Also I hope it will provide useful information for language learners from both China and Korea.