This study selected the list of the Sino-Korean words that are needed in Korean education for intermediate levels and analyzed acquisition aspects using the analysis tools based on the final selected Sino-Korean words for intermediate Chinese learners.
For all this, I collected all Sino-Korean words from six different kinds of intermediate Korean textbooks and Sino-Korean words from TOPIK from 7th to 29th for the intermediate Chinese students who have studied over 500 hours at University. Based on this I analyzed acquisition aspects of Chinese learners by using all collected Sino-Korean words analysis tools.
This study identified that Chinese learners had been greatly affected by native tongue interference when they studied Sino-Korean words though this study. Patterns of synonyms that have the same form and meaning in Chinese language had high percentage of correct answers and lower incorrect answers compared to other forms of Sino-Korean words. This result showed that Chinese learners had been positively affected by their native tongue interference.
One of the largest percentages of incorrect answers forms was the homograph, not the heterograph. This result showed that Chinese learners had the most native tongue interference from the homograph which has the same form but different meaning than the types which had different forms. There were many reasons for the errors that the students wrote, but word for word translation errors was affected the most by native tongue interference. It identified that Chinese learners are affected greatly by native tongue interference when they learn Sino-Korean words through this result.
This study presented the education method that was based on the analysis result for Chinese learners. The learners relatively acquired patterns of synonyms that have the same form and meaning by positive native tongue interference but it was also found that there were frequent spelling errors in imperfect study conditions. To prevent these errors, I showed the education method that acquainted the learners with recitation of Sino-Korean words using Chinese pronunciation and extended vocabularies using term-formation of Sino-Korean words.
The homograph and the heterograph had the highest word for word translation errors caused by native tongue interference. In order to prevent these errors, I showed the education method through error correction in a class which was based on collecting frequent errors for Chinese learners. I also showed the education method in order to clearly distinguish between Sino-Korean words and Chinese language by using the Chinese translation next to Sino-Korean words.
The result will be the basis for Chinese learners when they study Sino-Korean words and at the same time it will reduce errors. This study might not be generalized because I utilized a small number of students with a minimalized number of Sino-Korean words. In the future, I hope that my limited study will inspire others to perform a long-term study in acquisition aspects of Sino-Korean words.