Study on Contrastive Analysis of Korean ‘-get-’ and ‘-(eu)l geot’ and Thai ‘cha’, and Pedagogical Implications for Thai Learners of Korean
Keywords:
Contrastive analysis, Korean grammar, Thai learners of Korean language, Korean language education, PragmaticsAbstract
This paper examines differences between the Korean forms ‘-겠-’ (-get-) , ‘-(으)ㄹ 것’ (-(eu)l geot) and Thai ‘จะ’ (cha)[1] through a contrastive analysis. It aims to anticipate difficulties Thai learners may face in acquiring and using ‘-get-’, ‘-(eu)l geot’, and to propose concrete pedagogical implications for teaching these forms. The paper first describes the characteristics of Korean ‘-get-’, ‘-(eu)l geot’ and Thai ‘cha’ and then compares them to identify key similarities and differences. The analysis suggests that Thai learners will struggle in using ‘-get-’ and ‘-(eu)l geot’ appropriately because both ‘-get-’ and ‘-(eu)l geot’ contain pragmatic meanings which are not systematically marked by ‘cha’ itself. Based on these findings, this paper proposes instructional guidelines that emphasize clear contextual explanations in the presentation stages, followed by situational practice exercises and post-task consciousness-raising activities to support learners’ understanding and accuracy.
[1] Notation: Korean and Thai grammatical forms are referenced by romanized labels after first mention: ‘-겠-’ (-get-), ‘-(으)ㄹ 것’ (-(eu)l geot) and ‘จะ’ (cha). Korean and Thai example sentences are presented in the original script with romanization. To maximize readability, romanization of Korean language in this paper follows Revised Romanization of Korean (국어의 로마자 표기법) and for the romanization of Thai language, this paper follows Royal Thai General System of Transcription from the Royal Institute of Thailand.
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