한국어와 싱할라어의 영어 외래어 대조 연구 : 싱할라어 화자의 한국어교육을 위하여
저자
발행사항
서울 : 韓國外國語大學校 大學院, 2021
학위논문사항
학위논문(석사) -- 韓國外國語大學校 大學院 국어국문학과 2021. 2
발행연도
2021
작성언어
한국어
주제어
DDC
895.1 판사항(22)
발행국(도시)
서울
기타서명
A contrastive analysis of English loanwords used in Korean and Sinhala languages : For the purpose of Korean language education of Sinhalese learners
형태사항
viii, 189 p. : 삽도 ; 26cm
일반주기명
한국외국어대학교 논문은 저작권에 의해 보호받습니다.
지도교수: 안정민
참고문헌: p. 171-176
UCI식별코드
I804:11059-200000372840
소장기관
‘Loanwords’ can be defined as a phenomenon of borrowing lexicons from one language and assimilating them according the phonological, morphological and semantic characteristics of the recipient language. The main reason for borrowing is to provide words from the source language to fill the vocabulary gap in the receiving language or due to the recipient community’s preference of source language vocabulary over the use of their own words. Thus far, English is considered the most prominent donor language in the world. Being named as the ‘lingua franca’ of 21st century, the increase use of English resulted in many words being assimilated into the vocabularies of other languages including Korean and Sinhala.
The impact of Loanwords on Korean vocabulary acquisition has been ubiquitous, much-discussed topic in the context of Teaching Korean as a Foreign Language (KFL). Although there are considerable number of studies on education and teaching Loanwords for foreign learners, in the context of Korean Language Education in Sri Lanka, the importance of loanword acquisition seems to have received little to no interest since there have not been any prior studies done on this topic thus far.
Therefore, this study aims to examine the phonological and morphological differences of English Loanwords used in Korean and Sinhala for the purpose of Korean language education of Sinhalese Learners in Sri Lanka. Loanwords can be very influential in foreign language learning because learners tend to write loanwords of the target language based on initial learnings from their first language (L1). Consequently, the objective of the study is to identify the above-mentioned differences between the learners’ target language and first language (L1) and carry out a survey on beginner level Sinhalese learners to investigate whether the findings from the contrastive analysis of the two languages really interfere with the learner’s positive acquisition of the target language (Korean).
The corpus for this analysis were prepared by gathering English Loanwords from a total of 14 beginner level Korean textbooks which are currently being used at Korean Language Institutes in Sri Lanka. The findings of the contrastive study reveal that the Korean language uses vowel insertion ([ɯ], [i]) as a loanword adaptation mechanism in order to break consonant clusters and conform to native phonological patterns. In Contrary, Sinhala allows the presence of consonant clusters in loanwords and such borrowed words get sorted into a vocabulary category called ‘tatsama’, which consists of loanwords that get assimilated into Sinhala while preserving its syllable structure from its origin language. While Korean language could easily substitute English diphthongs by combining two monophthongs, the syllabling system of Sinhala restricts the formation of two consecutive vowels (VV) in a word and instead, the technique of inserting approximants [j], [w] in between the two vowels is applied in the process. Other significant differences were also found in relate to types of phonological changes such as consonant and vowel substitution, vowel omission etc. In the context of morphology, both languages follow word formation techniques such as compounding, deriving, coining, and clipping to form new vocabulary. However, Korean language has a distinctive way of forming new words by deriving Sino-Korean (Hanja-eo) suffixes (bound morphemes) with English loanwords, whereas such formed words correspond with either compound words or simple words that of Sinhala. Moreover, phenomena such as coining and clipping also corresponds differently between the two languages. Therefore, it was concluded that there is a considerably bigger linguistic distance between the target language (Korean) and learners first language (Sinhala).
Thus, a study was conducted on 50 Sinhalese beginner level learners to examine errors related to spellings and word formation of English loanwords in Korean. The errors related to spellings were examined by grouping them into consonant related errors and vowel related errors and in each section errors due omission, insertion and substitution were analyzed. Likewise, errors related to word formation were analyzed by grouping them according to the form of the loanword (compound words, clipped words, coined words, derived words, abbreviations). The findings demonstrate that the average incorrect answer rate appeared much higher than the average correct answer rate in both spellings and word formation areas. Furthermore, the results of error analysis emphasized that one of the main causes for learner errors are the phonological, orthographical, and morphological differences between Sinhala and Korean languages. In other words, signs of interference due to learners first language were detected through the error patterns made by the learners. That being said, it was found that students have also shown errors which could possibly be due to the direct impact of English and the poor education received on English loanwords within the target language.
It is evident that the importance of teaching English Loanwords has never been emphasized in the context of Korean Language Education in Sri Lanka. Majority of the learners who took part in the study responded that they have barely received any lessons or had any practice, activity sessions related to learning English Loanwords during classes. Despite having a great educational significance, due to the lack of studies and literature, local Korean language instructors have failed to identify the importance of English loanword acquisition. Therefore, this paper aims to first support with linguistic knowledge necessary for Korean language instructors to get a better understanding about the concept of loanwords and then move on to emphasize on the importance of English Loanwords acquisition through exhibiting the difficulties beginner level learners experience due to the interference of L1 and lack of proper education received through target language.
분석정보
서지정보 내보내기(Export)
닫기소장기관 정보
닫기권호소장정보
닫기오류접수
닫기오류 접수 확인
닫기음성서비스 신청
닫기음성서비스 신청 확인
닫기이용약관
닫기학술연구정보서비스 이용약관 (2017년 1월 1일 ~ 현재 적용)
학술연구정보서비스(이하 RISS)는 정보주체의 자유와 권리 보호를 위해 「개인정보 보호법」 및 관계 법령이 정한 바를 준수하여, 적법하게 개인정보를 처리하고 안전하게 관리하고 있습니다. 이에 「개인정보 보호법」 제30조에 따라 정보주체에게 개인정보 처리에 관한 절차 및 기준을 안내하고, 이와 관련한 고충을 신속하고 원활하게 처리할 수 있도록 하기 위하여 다음과 같이 개인정보 처리방침을 수립·공개합니다.
주요 개인정보 처리 표시(라벨링)
목 차
3년
또는 회원탈퇴시까지5년
(「전자상거래 등에서의 소비자보호에 관한3년
(「전자상거래 등에서의 소비자보호에 관한2년
이상(개인정보보호위원회 : 개인정보의 안전성 확보조치 기준)개인정보파일의 명칭 | 운영근거 / 처리목적 | 개인정보파일에 기록되는 개인정보의 항목 | 보유기간 | |
---|---|---|---|---|
학술연구정보서비스 이용자 가입정보 파일 | 한국교육학술정보원법 | 필수 | ID, 비밀번호, 성명, 생년월일, 신분(직업구분), 이메일, 소속분야, 웹진메일 수신동의 여부 | 3년 또는 탈퇴시 |
선택 | 소속기관명, 소속도서관명, 학과/부서명, 학번/직원번호, 휴대전화, 주소 |
구분 | 담당자 | 연락처 |
---|---|---|
KERIS 개인정보 보호책임자 | 정보보호본부 김태우 | - 이메일 : lsy@keris.or.kr - 전화번호 : 053-714-0439 - 팩스번호 : 053-714-0195 |
KERIS 개인정보 보호담당자 | 개인정보보호부 이상엽 | |
RISS 개인정보 보호책임자 | 대학학술본부 장금연 | - 이메일 : giltizen@keris.or.kr - 전화번호 : 053-714-0149 - 팩스번호 : 053-714-0194 |
RISS 개인정보 보호담당자 | 학술진흥부 길원진 |
자동로그아웃 안내
닫기인증오류 안내
닫기귀하께서는 휴면계정 전환 후 1년동안 회원정보 수집 및 이용에 대한
재동의를 하지 않으신 관계로 개인정보가 삭제되었습니다.
(참조 : RISS 이용약관 및 개인정보처리방침)
신규회원으로 가입하여 이용 부탁 드리며, 추가 문의는 고객센터로 연락 바랍니다.
- 기존 아이디 재사용 불가
휴면계정 안내
RISS는 [표준개인정보 보호지침]에 따라 2년을 주기로 개인정보 수집·이용에 관하여 (재)동의를 받고 있으며, (재)동의를 하지 않을 경우, 휴면계정으로 전환됩니다.
(※ 휴면계정은 원문이용 및 복사/대출 서비스를 이용할 수 없습니다.)
휴면계정으로 전환된 후 1년간 회원정보 수집·이용에 대한 재동의를 하지 않을 경우, RISS에서 자동탈퇴 및 개인정보가 삭제처리 됩니다.
고객센터 1599-3122
ARS번호+1번(회원가입 및 정보수정)