Corpus 기반 구동사 연구 : EBS 수능연계 영어교재와의 비교

다국어 초록 (Multilingual Abstract)

Abstract

A Corpus-based Study of English Phrasal Verbs in COCA, BNC, and EBS English Textbooks for CSAT

Jung, Jungae
Major in English Education
Graduate School of Education
Kyung Hee University


The purpose of this study is to investigate the constitutional and combinatorial features of phrasal verbs in English through the corpora of BNC, COCA, and EBS CSAT(College Scholastic Aptitude Test) English textbooks(hereafter, EBS textbooks), so that it will lead to helping ESL learners in Korea to learn them more easily and effectively. In addition, the uses of phrasal verbs of BNC and COCA will be compared with those of the EBS textbooks to check whether the latter are authentic or not.
For this purpose, this study used the COCA and BNC which are considered to represent American and British English respectively, and employed Liu(2011)’s analysis of phrasal verbs in BNC and COCA to do deeper research. From Liu(2011), the high-ranked 150 phrasal verbs in frequency were adopted to investigate the characteristics of phrasal verbs in order to explain which verbs and particles are combined to form phrasal verbs, and how they are combined. And for the comparison with the two corpora for the study of phrasal verbs, I built the corpus of the EBS textbooks,
The results of the study are as follows. First, COCA and BNC show similar results in the distributions of the verbs and particles, which constitute phrasal verbs(hereafter, PVs); it implies that British and American do not show any significant differences in using PVs. And the PVs in the EBS textbooks show similar tendencies in use as those of COCA and BNC.
Second, PV-constituting verbs and particles are found to have the following characteristics; 1) the verbs with high frequency mostly describes activities; come, go, take, and get are most productive verbs, which represents movements of something/someone from or to the speaker or changes of states: 2) out of PV-constituting particles, up, out, on, back, and down’ are most frequently used, and they share such characteristics as indicating positional and directional movements; 3) the four activity verbs and the five particles, discussed up to now, are all movement- or change-related so that they are combined easily and productively to form PVs which express a great variety of movements and changes.
Third, the EBS textbooks show similarities in PV uses with COCA and BNC in association with the order of the high-frequency PVs, which can be assessed to be that they are authentic enough.
The results of this study can be applied to PV-learning and teaching. First, it is necessary that learners should learn properly not only the basic uses of those activity verbs which generate phrasal verbs productively, but their expanded/figurative uses. It is also necessary that they should learn the basic uses of those particles which participate productively in generating PVs, which should lead to expanding the figurative uses for PVs. Thereby learners will be able to understand why and how a verb and a particle are combined. When learners study those PV-constituting verbs and particles, on one hand, and PVs as their combinations, on the other, they should be offered with authentic example sentences with particular contexts, and asked to figure out their (basic and figurative) uses contextually from the basic meanings of each verb and particle. For this purpose, data-driven learning methods can be a good approach; EFL learners can be encouraged and motivated to investigate and discover the characteristic uses of PVs through authentic example data from corpora for themselves.

국문 초록 (Abstract)

국 문 초 록

본 연구는 구동사(phrasal verbs)의 형태적 특징을 파악하여 그 결합 구조에 대한 이해를 돕고, EBS 수능연계 영어교재의 구동사에 대한 진정성(authenticity) 여부를 파악하는 것을 목적으로 두었다. Liu(2011)의 COCA와 BNC의 150개 고빈도 구동사를 연구의 바탕에 두고, 이것을 EBS 수능연계 영어교재의 구동사와 비교 분석하였다. 이 목적을 이루기 위해, 첫째, COCA와 BNC의 고빈도 구동사를 동사와 불변화사로 분리하여 그 분포를 알아보았고, 그 결과를 EBS 수능연계 영어교재의 구동사를 구성하는 동사와 불변화사의 분포와 비교 하였다. 둘째, 고빈도로 나타나는 동사와 불변화사의 특징을 파악하여 두 성분의 결합 관계를 알아보았다. 셋째, EBS 수능연계 영어교재의 구동사의 종류와 분포를 COCA와 BNC의 고빈도 구동사와 비교하였다.
연구 결과는 다음과 같다.
첫째, COCA와 BNC의 고빈도 구동사를 형성하는 동사와 불변화사의 분포와 EBS 수능연계 영어교재의 고빈도 구동사의 동사와 불변화사의 분포는 유사하였다.
둘째, 고빈도 구동사를 이루는 동사는 ⑴모두 일상생활의 활동을 의미하는 활동 동사로 이루어졌다. 그 중에서도 구동사를 가장 많이 형성하는 4개 동사 come, go, get, take에 초점을 두고 동사의 특징들을 살펴보았다. go는 출발을 come은 도착을 의미한다. come은 맥락에 따라 화자, 청자 또는 제 삼자가 중심인물이 될 수 있어서 다양하게 사용할 수 있으므로 go보다 구동사 생성력이 높다. come과 go는 한 위치에서 다른 위치로의 움직임을 강조하고, 구동사 get은 위치가 변화된 결과를 강조하며, take는 ‘영향권에 두다’라는 행동의 종결을 나타낸다. 다음으로 고빈도 구동사를 형성하는 ⑵불변화사를 보면, up, out, on, back, down 다섯 개의 불변화사가 가장 많이 사용되고 up과 out이 전체의 반 이상을 차지했다. 이는 불변화사 up과 out의 공간적이고 위치적인 이동은 움직임을 나타내는 활동 동사와 결합이 용이하여 생산성이 뚜렷하게 높다고 볼 수 있다. 그리고 on, down, back이 up, out 다음으로 생산성이 높음을 알 수 있었다.
⑶4개 동사 come, go, get, take와 5개 불변화사 up, out, on, back, down의 결합 관계는 다음과 같다. 인간 활동의 가장 기본적인 동작 go, come과 일상생활의 활동을 나타내는 활동 동사와 움직임과 방향, 위치 이동을 나타내는 불변화사 up, out, down, back 그리고 움직임과 계속의 의미를 가지는 on과 결합하여 구동사가 많이 생성된다. 그 이유는 움직임을 나타내는 활동 동사는 방향, 위치의 이동을 의미하는 불변화사와 결합하는 것이 자연스럽고, 또한 이런 직접적 운동방향을 나타내는 불변화사가 ‘경로’나 ‘종점(결과)’ 혹은 ‘경로 다음 종점’을 표현하므로 다른 의미 영역으로의 확장이 용이하기 때문이다. 더하여 이 결합은 의미적으로도 타당할 뿐만 아니라 생동감 있는 모습을 표현 할 수 있기 때문인 것으로 본다.
셋째, COCA와 BNC, 그리고 EBS 수능연계 영어교재와의 구동사 분포와 출현률, 순위가 유사하여, EBS 수능연계 영어교재가 구동사 사용 측면에서 진정성이 있음을 알 수 있었다. 그리고 전체적으로 COCA가 EBS보다 고빈도 구동사 출현률은 10% 더 높았고, BNC가 EBS보다 10% 더 낮았다.
본 연구의 결과를 바탕으로 구동사 교수와 학습에 있어서 활용을 기대하는 바는 다음과 같다. 먼저 구동사의 구성을 이해하기 위해서, 구동사를 빈번하게 생성하는 활동 동사를 최대한 많이 학습하는 한편, 그 동사의 기본 의미가 내포하는 바를 충실히 익힐 필요가 있다. 여기에 구동사 생성력이 높은 불변화사의 문자적 의미를 익힌 후에, 그 은유적 확장을 예문과 함께 학습한다. 그러면 한 동사와 한 불변화사가 어떠한 이유로 만나 결합되었는지를 이해 할 수 있다. 동시에 중요한 것은 진정성이 있는 학습 자료를 사용하여 문맥의 상황이 적절하게 주어진 상황에서 문맥 속에서 구동사의 은유적 확장을 분석하고 해결책을 찾도록 해야 한다. 이를 위해 코퍼스를 활용한 데이터 중심 학습 방법(Data-Driven Learning)을 수업에 적용하는 것도 좋을 것이다. 이로써 외국어로서의 영어 학습자가 구동사를 적극적으로 학습하여 습득할 수 있을 것으로 기대한다.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서론 ············································································· 1
• Ⅱ. 이론적 배경 ······························································ 6
• 1. 구동사의 이론적 개관 ··················································· 6
• 1) 구동사 정의 ······························································ 7
• 2) 불변화사 ·································································· 10
• 3) 구동사의 특성 ··························································· 11
• (1) 구동사의 통사적 특성 ············································ 11
• (2) 전치사 동사와 구동사 구별 ···································· 13
• (3) 구동사의 의미적 분류 ············································ 15
• 2. 코퍼스 ······································································· 16
• 1) 코퍼스 언어학 ························································· 17
• 2) 코퍼스와 언어 교수 학습 ·········································· 18
• 3) BNC와 COCA ························································· 19
• 3. 코퍼스를 활용한 구동사 선행 연구 ······························· 20
• Ⅲ. 연구방법 ································································· 26
• 1. 연구 대상 ································································· 26
• 2. 분석 도구 ································································· 27
• 3. 연구 절차 및 분석 방법 ············································· 27
• 1) 원어민 고빈도 구동사 선정 ····································· 27
• 2) EBS 교재의 구동사 조사 ········································ 29
• - ⅰ -
• Ⅳ. 연구 결과 및 논의 ·················································· 33
• 1. COCA와 BNC의 고빈도 구동사 ···································· 33
• 1) 고빈도 구동사의 동사 ·············································· 33
• 2) 고빈도 구동사의 동사의 불변화사 ····························· 36
• 2. EBS 영어교재의 고빈도 구동사 ···································· 37
• 1) 고빈도 구동사의 동사 ·············································· 37
• 2) 고빈도 구동사의 동사의 불변화사 ····························· 38
• 3. 고빈도 구동사의 동사와 불변화사 특징 ························· 40
• 1) 고빈도 구동사의 동사 ·············································· 40
• (1) 동사의 특징 ························································ 40
• (2) 고빈도 4개 동사(go, come, get go)의 빈도와 순위 ··· 43
• (3) 4개 동사의 특징 ·················································· 46
• 2) 고빈도 구동사의 불변화사 ········································ 54
• 4. EBS 영어교재 코퍼스와 COCA, BNC의 구동사 빈도 비교 ·· 62
• Ⅴ. 결론 및 제언 ··························································· 66
• 참고문헌 ··········································································· 72
• Appendix ········································································· 77
• 영문초록 ··········································································· 90