시상 가설과 어휘상에 따른 한국어 과거 시제 ‘-었-’의 교육 방안 연구 : 플립드 러닝을 이용하여 = A Study on Teaching the Past Tense Marker based Aspect Hypothesis and Lexical Aspects in Korean : Using Flipped Learnin

다국어 초록 (Multilingual Abstract)

A Study on Teaching the Past Tense Marker based Aspect Hypothesis and Lexical Aspects in Korean - Using Flipped Learning- Mo Hyemin Advisor : Prof. Jeong, Haegwon, Ph.D Department of Teaching Korean as a Foreign Language Graduate School of Chosun University Although the Korean past-tense pre-final ending ‘-ess-’ is a core grammatica l element for beginning learners of Korean, it has often been presented merely as a marker of past time or taught mainly through morphological combination r ules. This approach has limitations in that learners may find it difficult to fully understand and the contextual changes in meaning. However, the past-tense pre-final ending ‘-ess-’ shows different patterns of a cquisition in terms of semantic interpretation and use depending on the lexical a spect of the verb with which it combines. Accordingly, this study aims to propo se a teaching and learning plan that can facilitate the acquisition of tense amon g beginning Korean learners by applying a lexical aspect-centered instructional approach based on the Aspect Hypothesis to Korean past-tense education. Based on Vendler’s (1967) theory of verb classes and Andersen and Shirai’s (1996) Aspect Hypothesis, this study presented the lexical-aspectual properties o f Level 1 verbs in the International Standard Curriculum for Korean Language a s state verbs, activity verbs, accomplishment verbs, and achievement verbs. In addition, elementary-level verbs were reclassified according to these four lexical -aspectual categories. On the basis of this theoretical framework, this study proposed an instruction al plan for teaching the Korean past-tense pre-final ending ‘-ess-’ according to the pre-class learning, in-class learning, and post-class learning structure of the Flipped Learning model. In the pre-class learning stage, the study proposes that learners first study the morphological combination and typical past-tense uses o f ‘ess-’ with a focus on achievement verbs and accomplishment verbs. In the in -class learning stage, it proposes that learners compare and apply the difference s in meaning and usage of ‘-ess-’ with a focus on activity verbs and state ver bs. In the post-class learning stage, it proposes that learners apply and use wh at they have acquired through activities that can be connected to real-life conte xts, such as self-assessment and discourse-based tasks. The significance of this study is as follows. First, it presents an instructional design that systematically reflects differences in past-tense meaning according t o lexical-aspectual features at the beginning level of Korean language education. Second, it applies the developmental principles of the Aspect Hypothesis to a Fli pped Learning-based instructional model and practically proposes learner-centere d, meaning-based grammar instruction. Third, it supplements the limitations of f orm-focused instruction that have been pointed out in current Korean grammar education and suggests a direction that can contribute to the improvement of le arners’ actual discourse performance. However, this study has the following limitations, and further research is nee ded to address them. First, since this study proposes an instructional design bas ed on a literature review, it is limited by the lack of empirical data, as no expe rimental study with actual learners or verification through classroom application was conducted. Future research needs to apply the same Flipped Learning struc ture, namely achievement verbs and accomplishment verbs followed by activity verbs and state verbs, to beginning learners and experimentally analyze changes in learner utterances, reduction of errors, and understanding of aspectual meanin Second, although this study focused on Level 1 verbs in the International Sta ndard Curriculum for Korean Language, it did not sufficiently compare differenc es in the distribution of lexical aspect across other curricula or various textbook s, nor the resulting differences in teaching and learning stages. Follow-up studi es need to examine the actual frequency of lexical-aspectual distribution and dif ferences across curricula through textbook corpus analysis. Third, the instructional design of this study centered on ‘-었-’, while its integ rated connection with other tense and aspect expressions, was discussed only to a limited extent. Since tense and aspect expressions are used in an interconnect ed manner in actual Korean language education, it is necessary to propose a mo re expanded model that includes the instructional sequence of the overall aspect ual system, interactions among aspectual expressions, and contrastive presentati on methods. Keywords: Korean past tense, lexical aspect, Aspect Hypothesis, Flipped Lear ning, grammar education, past-tense pre-final ending ‘-ess-’

목차 (Table of Contents)

• 제1장 서론 1
• 제1절 연구 목적 1
• 제2절 선행 연구 9
• 1. 어휘상과 시상 가설 관련 연구 10
• 2. 시제 습득 및 교수법 관련 연구 12
• 3. 플립드 러닝 연구 15
• 제3절 연구 방법 19
• 제2장 이론적 배경 21
• 제1절 시제와 상 22
• 1. 한국어 시제 체계와 과거 시제 22
• 2. 상적 대립과 한국어 상 체계 25
• 제2절 어휘상과 시상 가설 28
• 1. 어휘상 29
• 2. 시상 가설 31
• 제3절 플립드 러닝 34
• 제3장 한국어 어휘상과 과거 시제 38
• 제1절 어휘상 분류 기준 38
• 제2절 어휘상 유형 분류 44
• 1. 기존의 어휘상 분류 44
• 2. 한국어 교육을 위한 어휘상 분류 52
• 제4장 어휘상에 따른 과거 시제 ‘-었-’의 교육 60
• 제1절 한국어 1급 동사와 과거 시제의 교육 61
• 제2절 어휘상에 따른 과거 시제 교육 방안 71
• 제5장 플립드 러닝을 활용한 교육 방법 75
• 제1절 플립드 러닝 적용 방향성 75
• 제2절 수업 설계 방안 80
• 제6장 결론 85
• 참고 문헌 87
• 부록 94