The purpose of this study is to analyze Korean and Mongolian locative-dative case endings with the view of contrastive analysis, and also find pedagogical implications of teaching grammar to identical L1 background learners. For this, this paper suggested the dative-locative semantic correspondence list of two languages, showed a strong similarity between Mongolian and Korean language. The error analysis of Mongolian KFL learners' case errors also proved that there is a necessity of a specific treatment for Mongolian KFL learner based on the results of the contrastive research. It improves the effectiveness of teaching Korean for Mongolian students than general approach, and does not offer excessive input that are unnecessary. In conclusion, improved input items of Korean dative-locative education are suggested. (Hoseo University)
1. 서론
2. ‘-d / t’에 대한 몽-한 문법 대조
3. 문법 대조에 의한 오류 분석 및 교육적 처치 방안
4. 결언
참고문헌