SHASHI KUMAR MISHRA , DR. MAYANK RANJAN , PROF. KOO BONKWAN
DOI: https://doi.org/Many researches have been done as a reaction to never ending astonishment at learner’s ability to acquire and learn grammatical structure of second language or foreign language. Consequently psycholinguistic came into the light as a major field of study which explains the difficulties encountered in learning grammar by learners of second language or foreign language during their long journey of second language or foreign language acquisition. Grammar has always been one of the most difficult part in the process of language learning and specially the learning of tense part of the language. The present studies tried to investigate the psycholinguistic and pedagogical difficulties encountered by Hindi speaking Indian Korean language learners in mastering or acquiring Korean tense especially past and future as well as tense oriented honorific expressions. In the present study we use a mixed method design combining quantitative data 60 informants Linkert scale survey with qualitative evidence from written error analysis and class observations. After analysis of the data it was found that more than 90% students thought Korean tense acquisition as difficult of very difficult stating pervasive cognitive and linguistic issues. In the contrastive analysis of Korean and Hindi Tense we found that there is a sharp difference between Korean and Hindi Tense as Hindi has categorical and auxiliary based tense while Korean has agglutinative and relational structure which integrates temporal, aspectual and social meaning within single morphological units. Due to this structural differences, compounded by high cognitive load and effective anxiety , results in regular morphological, semantic and sociolinguistic errors among Hindi Speaking Korean Language learners in India.
In the present study we interpret the findings through in-language theory , the noticing hypothesis and cognitive load theory which explains that how the mastery of Korean tense morphology is obstructed due to linguistic transfer and limited proceduralization. The present study further states that in the perception of Korean and politeness conceptual transfer constitutes a major barrier in perceiving the proper use of Korean tense. Further this study argues , pedagogically, for contrastive, context based and cognitive scaffolded approach to tense instruction that has honorific forms and communicative drill. In the conclusion this paper states that for effective acquisition of Korean tense by Hindi Speaking Korean language Learners linguistic restricting and conceptual orientation are required and it could be achieved through psycho- linguistically informed and learner centered strategies.
