중국인 고급 학습자를 위한 한국어 결과상태상 교육 방안 연구 : — ‘-고 있₂-’, ‘-어 있-’, ‘-었₂-’을 중심으로 — = A Study on Teaching Methods of Korean Resultative State Aspect for Advanced Chinese Learners — Focusing on ‘-ko iss₂-’, ‘-eo iss-’, and ‘-eoss₂-’ —

다국어 초록 (Multilingual Abstract)

This study examines the resultative state aspect in Korean, realized through the grammatical forms ‘-ko iss₂-’, ‘-eo iss-’, and ‘-eoss₂-’, with a particular focus on how Chinese learners of Korean understand, use, and acquire these aspectual expressions. The research aims to clarify the semantic, syntactic, and aspectual characteristics of the three forms, identify specific error patterns among Chinese learners, and develop an effective pedagogical model for advanced-level instruction.
The study draws on both written and spoken learner corpora provided by the National Institute of the Korean Language, encompassing large-scale data containing learner productions and error annotations. Through quantitative and qualitative analyses, it investigates the frequency distribution and error types of the three resultative aspect forms and compares them with their treatment in major Korean language textbooks.
The findings reveal that although ‘-ko iss-’, ‘-eo iss-’, and ‘-eoss-’ occur with similar overall frequencies, their error patterns differ markedly. Errors with ‘-ko iss-’ and ‘-eo iss-’ are most frequent at the advanced level, often caused by semantic confusion between progressive and resultative meanings, inappropriate combination with adjectives or certain verb types, and misuse of honorific expressions. Errors with ‘-eoss-’ mainly arise from learners’ difficulty distinguishing its past tense and resultative functions. Textbook analysis shows that most materials present ‘-ko iss-’ solely as a progressive marker and ‘-eoss-’ merely as a past tense indicator, while neglecting systematic explanation or contrastive analysis of the resultative meanings of ‘-ko iss₂-’ and ‘-eoss₂-’. Consequently, Chinese learners tend to rely on literal translation from their native language, especially from the aspect markers ‘zhe’ and ‘le’, which do not correspond directly to the Korean system.
To address these pedagogical limitations, this study proposes a Focus-on-Form approach integrated with a five-step PPP model (Presentation–Practice–Production, supplemented by warm-up and wrap-up stages). The model incorporates input enhancement, explicit rule explanation, controlled and communicative practice, and contextualized production activities. It emphasizes the integration of form, meaning, and use in authentic discourse contexts, guiding learners to consciously notice, compare, and internalize the nuanced distinctions among the three aspectual forms. This model improves learners’ accuracy and fluency and offers an effective framework for teaching Korean aspect to Chinese learners.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구의 목적 및 필요성 1
• 1.2. 연구 대상 및 방법 4
• 1.3. 선행 연구 5
• 1.3.1. 국어학적 연구 6
• 1.3.2. 한국어 교육적 연구 8
• 2. 이론적 배경 11
• 2.1. 상의 개념 및 하위분류 11
• 2.1.1. 상의 개념 11
• 2.1.2. 한국어 상의 하위 분류 13
• 2.1.3. 중국어의 상의 하위 분류 17
• 2.2. 결과상태상 23
• 2.2.1. 한국어의 결과 상태 지속 표현 23
• 2.2.2. 중국어의 결과 상태 지속 표현 38
• 2.2.3. 한-중 결과 상태 지속 표현 대조 41
• 3. 중국인 학습자의 결과상태상 교육 및 사용 양상 분석 47
• 3.1. 말뭉치 오류 분석 47
• 3.1.1. 오류 분석 절차 및 방법 47
• 3.1.2. 중국인 고급 학습자 결과 상태 지속 표현 오류 양상 56
• 3.2. 한국어 교재 분석 72
• 3.2.1. 교재의 선정 72
• 3.2.2. 한국어 교재에서의 ‘-고 있-’, ‘-어 있-’, ‘-었-’ 74
• 4. 중국어 고급 학습자를 위한 결과상태상 교육 방안 84
• 4.1. 문법 교수·학습 원리 84
• 4.2. 문법 교수·학습 모형 87
• 4.3. 결과상태상 교수·학습 교육 방안 90
• 4.3.1. 수업 설계 90
• 4.3.2. 학습 지도안 93
• 5. 결론 111
• 참고 문헌 114
• <부록> 중국인 고급 학습자를 위한 결과상태상 교육·학습 지도안 118