태국어권 학습자를 위한 한국어교육 : 초급과정 중심으로 = A Study on teaching Korean language to Thai Students : Focused on the beginners' level

다국어 초록 (Multilingual Abstract)

I, here, examined the various phenomena that can happen when teaching Korean language as a second foreign language to Thai speakers who live in non-Korean territory.

Firstly, the construction of a sentence of Thai language is SVO (subject + verb + object) whereas SOV (subject + object + verb) is the Korean sentence structure. So it is very easy for Thai learners to make mistakes because of the different word order and auxiliary words of Korean that make word order relatively free.

Korean Language is characterized by an agglutinative language and makes words or expresses grammatical relation by combining auxiliary words and the ending of a word with the root of word, whereas Thai language is characterized by 5 tones and makes new words by making compound words. And it has no conjugation, inflection or affixes.

Also, Korean language has the various tense and a developed honorific expression whereas Thai uses adverbs of time to express the tense and puts specific words of gender in the end of each sentence to press an honorific.

Thai doesn’t use a question mark or a period in the sentence at all. And Thai has no spacing in the sentence. So when they make a composition in Korean, Thai students are confused with interrogative sentences and general sentences.

Every vowel of Thai language varies in number and has long and short ones in length. And when they write Thai letters, vowels can come in 4 places, or on the right, on the left, on and down of the consonant according to vowels, whereas Korean vowels are only on the right and down of the consonant. So Thai students are easy to make mistakes when writing Korean letters. And when we teach Thai students the pronunciation of ‘ㄱ’ ‘ㅅ’ ‘ㅈ’, it needs special care, because there are no sounds like ‘ㄱ’ ‘ㅅ’ ‘ㅈ’ in Thai language.

Language is a tool for communication, and it is also a basic means with which man keeps social and it creates, develops and succeeds to culture. Like the fact that without language, we could not carry on a social and cultural life, in the place where the society of men is, there is absolutely a language they speak. In other words, language is bound to vary for the society accordingly. In order to do so, it is of much importance not only to learn a language but also to understand many circumstances such as cultures and customs belonging to a society in which the language you want to learn is spoken. When we have a conversation, we are likely to make such mistakes as the misplacement of a subject and an object.

The purpose of foreign language teaching should be to develop the ability to speak the language as a means for communication. But the learners who have not so many chances to get access to Korean society should pay much attention to the books and the mass media respectively.

I think that teachers who are in charge of teaching Korean language as a second foreign language must get a good grip of the learners’ mother tongue. And only after teachers compare the language with Korean language and identify the differences can teachers reduce the probable troubles and mistakes that learners can make.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구 1
• 1.2. 선행 연구 3
• 1.3. 연구 방법 및 범위 8
• 2. 한국어와 태국어의 통사론적 대조 11
• 2.1. 문장구조 13
• 2.2. 어순 18
• 3. 한국어와 태국어의 형태론적 대조 26
• 3.1. 한국어의 특성 26
• 3.2. 태국어의 특성 27
• 3.3. 기타 특성 31
• 4. 한국어와 태국어의 음성학적 대조 34
• 4.1. 한국어의 자음과 모음 35
• 4.2. 태국어의 자음과 모음 39
• 4.3. 한국어와 태국어의 음성적 대조 45
• 5. 한국어와 태국어의 사회언어학적 대조 51
• 5.1. 사회언어학적 대조의 필요성 51
• 5.2. 사회적 특성으로 본 한국어와 태국어의 대조 53
• 6. 결 론 61
• 부록 64
• 참고 문헌 67
• ABSTRACT 70