Difficulties in Learning Ukrainian as Foreign Language by the Korean Students on the Intermediate Level
DOI:
https://doi.org/10.14738/abr.81.7721Keywords:
Ukrainian as a foreign language, a mistake, phonetic, lexical and grammatical difficulties, Korean studentsAbstract
The given article highlights certain aspects of teaching Ukrainian as a foreign language to Korean students. Observations and conclusions are made from the author’s own experience. The paper provides answers to significant and topical questions that arise in the learning process; in particular, the author analyzes phonetic, lexical and grammatical difficulties the Korean students face on the intermediate level of learning Ukrainian. The article describes problems and obstacles a teacher and a student has, determines reasons for misusage of language patterns and suggests fresh teaching ideas and ways of their implementation.
References
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[7]. Littrell, R.F. (2006). Learning styles of students in and from Confucian cultures. In: O. S. Heng, G. Apfelthaler, K. Hansen, & N. Tapachai (eds.). Intercultural Communication Competencies in Higher Education and Management. Singapore: Marshall Cavendish Academic, from: http://romielittrellpubs.homestead.com/files/littrell_eu_asean_crossculturallearningstyles.pdf
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[14]. Shvets, H. D. (2013). Stanovlennia vykladannia ukrainskoi movy iak inozemnoi [Formation of teaching Ukrainian as a foreign language]. In: M. Ihnatenko (eds.) Problems of modern pedagogical education. Pedagogy and psychology, 39(4), 361–369. Yalta: RVV RVUZ KHU, from: http://nbuv.gov.ua/UJRN/pspo_2013_39%284%29__60
[15]. Turkevych, O. (2009). Metodyka vykladannia ukrainskoi movy yak inozemnoi: rozvytok nauky i stanovlennia termina [Methods of teaching Ukrainian as a foreign language: the development of science and terms formation]. In: I. Kochan (eds.). Theory and Practice of teaching Ukrainian as a Foreign Language, 4, 137–144. Lviv: Ivan Franko National University.
[16]. Zbyr, I. (2017a). Fonetychna interferentsiia koreiskykh studentiv u protsesi vyvchennia ukrainskoi movy yak inozemnoi [Phonetic interference of Korean students in the process of studying Ukrainian as a foreign language]. In: I. Kochan (eds.). Theory and Practice of teaching Ukrainian as a Foreign Language, 13, 151–157. Lviv: Ivan Franko National University. http://dx.doi.org/10.30970/ufl.2018.13.1992
[17]. Zbyr, I. (2017b). Spelling Mistakes Made by Korean Students on the Elementary Level of Learning Ukrainian as a Foreign Language. Journal of Arts and Humanities, 6 (4), 89–97. http://dx.doi.org/10.18533/journal.v6i4.1159
[18]. Zbyr, I. (2018a). Ukrainskyi vykladach i koreiskyi student – shliakh do vzaiemoporozuminnia ta vzaiemodii (metodychni rekomendatsii) [Ukrainian Teacher and Korean Student – a path to understanding and interaction (methodical recommendations)]. In: 5th International Scientific and Practical Conference “Ukrainian Language in the World” (pp.104–120). Lviv: National University Lviv Polytechnic, from: http://miok.lviv.ua/wp-content/uploads/2019/01/Збірник-Конференції-2018.pdf
[19]. Zbyr, I. (2018b). Yavyshche interferentsii yak mizhdystsyplinarna problema: z dosvidu vykladannia ukrainskoi movy v Korei [The Phenomenon of Interference as an Interdisciplinar Problem: The Experience of Studying Ukrainian as a Foreign Language in Korea]. Language and Society, 9, 21–30.
[2]. Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40 (1), 83–107.
[3]. Kim, K. H. (2004). Cultural influence on creativity: The relationship between Confucianism and creativity (Doctoral dissertation, The University of Georgia, 2004), from: https://getd.libs.uga.edu/pdfs/kim_kyunghee_200412_phd.pdf
[4]. Kochan, I. (2012). Stanovlennia i rozvytok metodyky vykladannia ukrainskoi movy yak inozemnoi [Formation and Development of Teaching Ukrainian as a foreign language]. In: I. Kochan (eds.). Theory and Practice of teaching Ukrainian as a Foreign Language, 7, 17–24. Lviv: Ivan Franko National University.
[5]. Komorovska H. (2005). Metodyka nauczania języków obcych [Methodology of teaching foreign languages]. Warszawa: Fraszka Edukacyjna.
[6]. Laufer, B., & Goldstein, Z. (2004). Testing Vocabulary Knowledge: Size, Strength, and Computer Adaptiveness. Language Learning, 54, 399–436. http://dx.doi.org/10.1111/j.0023-8333.2004.00260.x
[7]. Littrell, R.F. (2006). Learning styles of students in and from Confucian cultures. In: O. S. Heng, G. Apfelthaler, K. Hansen, & N. Tapachai (eds.). Intercultural Communication Competencies in Higher Education and Management. Singapore: Marshall Cavendish Academic, from: http://romielittrellpubs.homestead.com/files/littrell_eu_asean_crossculturallearningstyles.pdf
[8]. Morley, J. (1991). The Pronunciation Component in Teaching English to Speakers of Other Languages. TESOL Quarterly, 25 (3), 481–520.
[9]. Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
[10]. Palamar, L. (2008). Pryntsypy ukladannia pidruchnyka z ukrainskoi movy dlia inozemnykh studentiv [The principles of creating a textbook of Ukrainian language for foreign students]. In: I. Kochan (eds.). Theory and Practice of teaching Ukrainian as a Foreign Language, 3, 40–47. Lviv: Ivan Franko National University.
[11]. Pourhosein Gilakjani, A. (2016). What Factors Influence the English Pronunciation of EFL Learners? Modern Journal of Language Teaching Methods, 6 (2), 314–326.
[12]. Radford, A. (2003). Syntax. Cambridge: Cambridge University Press.
[13]. Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
[14]. Shvets, H. D. (2013). Stanovlennia vykladannia ukrainskoi movy iak inozemnoi [Formation of teaching Ukrainian as a foreign language]. In: M. Ihnatenko (eds.) Problems of modern pedagogical education. Pedagogy and psychology, 39(4), 361–369. Yalta: RVV RVUZ KHU, from: http://nbuv.gov.ua/UJRN/pspo_2013_39%284%29__60
[15]. Turkevych, O. (2009). Metodyka vykladannia ukrainskoi movy yak inozemnoi: rozvytok nauky i stanovlennia termina [Methods of teaching Ukrainian as a foreign language: the development of science and terms formation]. In: I. Kochan (eds.). Theory and Practice of teaching Ukrainian as a Foreign Language, 4, 137–144. Lviv: Ivan Franko National University.
[16]. Zbyr, I. (2017a). Fonetychna interferentsiia koreiskykh studentiv u protsesi vyvchennia ukrainskoi movy yak inozemnoi [Phonetic interference of Korean students in the process of studying Ukrainian as a foreign language]. In: I. Kochan (eds.). Theory and Practice of teaching Ukrainian as a Foreign Language, 13, 151–157. Lviv: Ivan Franko National University. http://dx.doi.org/10.30970/ufl.2018.13.1992
[17]. Zbyr, I. (2017b). Spelling Mistakes Made by Korean Students on the Elementary Level of Learning Ukrainian as a Foreign Language. Journal of Arts and Humanities, 6 (4), 89–97. http://dx.doi.org/10.18533/journal.v6i4.1159
[18]. Zbyr, I. (2018a). Ukrainskyi vykladach i koreiskyi student – shliakh do vzaiemoporozuminnia ta vzaiemodii (metodychni rekomendatsii) [Ukrainian Teacher and Korean Student – a path to understanding and interaction (methodical recommendations)]. In: 5th International Scientific and Practical Conference “Ukrainian Language in the World” (pp.104–120). Lviv: National University Lviv Polytechnic, from: http://miok.lviv.ua/wp-content/uploads/2019/01/Збірник-Конференції-2018.pdf
[19]. Zbyr, I. (2018b). Yavyshche interferentsii yak mizhdystsyplinarna problema: z dosvidu vykladannia ukrainskoi movy v Korei [The Phenomenon of Interference as an Interdisciplinar Problem: The Experience of Studying Ukrainian as a Foreign Language in Korea]. Language and Society, 9, 21–30.
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Published
2020-01-28
How to Cite
ZBYR, I. (2020). Difficulties in Learning Ukrainian as Foreign Language by the Korean Students on the Intermediate Level. Archives of Business Research, 8(1), 218–226. https://doi.org/10.14738/abr.81.7721
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