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All Journal Journal of Maobi
Kanghoon, Lim
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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基于语料库的汉韩“重/轻”与“무겁다/가볍다”形名搭配语义范畴对比研究 Kanghoon, Lim
Journal of Maobi Vol 3, No 1 (2025): Journal of Maobi
Publisher : Confucius Institute Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/maobi.v3i1.101075

Abstract

This study focuses on the adjective pairs “Zhong/Qing” in Chinese and “Mugubda/Gabyubda” in Korean, aiming to compare their adjective-noun collocational patterns based on corpus data. Starting from their basic meanings, this paper analyzes sentence structures in which these adjectives appear either as predicates or attributives. Through large-scale corpus extraction, the study categorizes the semantic extensions and syntactic functions of these collocations. Additionally, the study integrates second language acquisition theories to observe error patterns among Chinese and Korean language learners. The findings reveal notable semantic discrepancies and usage divergences between the two languages, offering valuable insights for cross-linguistic teaching and learning.
The Implications of Dörnyei’s Foreign Language Learning Motivation Theory for Chinese Language Teaching in Korea Kanghoon, Lim
Journal of Maobi Vol 3, No 2 (2025): Journal of Maobi
Publisher : Confucius Institute Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/maobi.v3i2.110367

Abstract

Motivation is a core construct in second and foreign language acquisition research. Over the past five decades, it has evolved from a peripheral psychological variable to one of the most decisive factors determining success in language learning. This paper revisits Zoltán Dörnyei’s influential theory of foreign-language learning motivation, tracing its intellectual roots from Gardner and Lambert’s socio-educational model to contemporary perspectives such as the L2 Motivational Self System. Within the specific context of Chinese language education in Korea a rapidly growing but pedagogically complex domain the paper explores how motivational theories can inform curriculum design, classroom practice, and teacher professional development. It argues that understanding learners’ motivational patterns is essential for creating sustainable engagement, especially in contexts where instrumental goals initially dominate. By synthesizing existing research and integrating illustrative classroom examples, the paper proposes a comprehensive motivational framework for teaching Chinese in Korea. This framework incorporates linguistic, psychological, and sociocultural dimensions, highlighting the dynamic interplay between learners’ self-systems, teacher behavior, and educational environment. Ultimately, the study aims to contribute to the theoretical localization of Dörnyei’s model in East Asian Chinese-language education and to offer practical insights for motivating Korean learners in both traditional and technology-enhanced classrooms.
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