한국어 여격 피동 구문의 의미와 용법

정해권(Haegwon Jeong) 언어과학회 2015 언어과학연구 Vol.0 No.74

The passive construction is an alternative expression of a transitive event contrasting with the active. However the dative passive construction has same word order and structure with the active, so it is somewhat redundant. In this study, based on Sejong Corpus, the usages of dative passive constructions were surveyed and considered. The dative construction has mostly found in the expression for the scene of looting such as ppayaskita `be deprived`, but it is not prototypical. The prototypical dative passive construction has strong and energetic agent, whose affectedness of patient was great. for example caphita `be caught`, ccokita `be chased`, kkellita `be pulled`, millita `be pushed`, mekhita `be eaten`, ssoita `be shot`. The agent in such cases has powerful influence to the patient, so incidentally some lose or damage of the patient is implicated. In the case of little affected actions, the dative passive construction use the device such as adverbials or converbs to prompt the effect of the dative agent. It must notice learners of Korean that the usage and meaning of eygey emphasize a powerful agent and the passive form verb express the malifactive affectedness of patient in dynamic actions.

시 읽기 교육의 인지시학적 접근 - 윤동주의 ‘자화상’과 ‘서시’를 활용하여 -

정해권 ( Jeong Haegwon ) 한국언어문화교육학회 2017 언어와 문화 Vol.13 No.2

Teachers should teach learners to become astute observers of proper language use and interactions in second languages and second cultures for good communications(Hall 1999). Second language learners can participant in interactions by analyzing the customary meanings and personal usages in literary works. Poetry education has various meanings such as metaphorical language, active and emergent participation(Shin 2013), and the new semantic construction or emergent structure of these literary expressions can be understood using the process of Conceptual Blending(Fauconnier & Turner 2002). In this study, we try to find a teaching method by using conceptual mappings in the process of understanding Yun’s poems. The learner can read the poetry and understand the meaning through observation and analysis. By learning through the Conceptual Blending using the contextual cues, it becomes possible to understand the creative meaning. Teaching to communicate in appropriate manners for Korean culture is a process of helping learners understand the way of thinking in this language community. (Hankuk University of Foreign Studies)

한국어 상 체계와 결과상의 유형 -2차 상태의 내적 국면을 나타내는 비완망상-

정해권 ( Jeong Haegwon ) 서강대학교 언어정보연구소 2016 언어와 정보 사회 Vol.29 No.-

A resultative aspect denotes a state that was brought about by previous action, and is distinguished from a stative, a conclusive, or a completive. Because it represents a separated phase following a completion, it can be classified into a type of the imperfective aspect. In Korean, telic intransitive verbs and telic transitive verbs can express resultative meanings by means of a periphrastic con-struction that consists of a gerund(-e or -ko) and an auxiliary verb iss-. The typology-cal diathesis types of Korean resultatives are the subjective resultative, the objective resultative, the possessive resultative, and the oblique objective resultative. In sub-jective resultative, the subject is co-referential with the subject of previous action, and this resultative is expressed by the intransitive verb and the complex resultative form -e iss-. The objective resultative form is made with the base verb, the passive suffix and the complex resultative form. However the possessive resultative and the oblique resultative use a common form that is -ko iss-.

중국인 학습자의 한국어 재귀사 `자기` 습득

정해권 ( Jeong Haegwon ),서지혜 ( Suh Jihye ),이선영 ( Lee Sun-young ) 이중언어학회 2017 이중언어학 Vol.66 No.-

This study investigated the acquisition of the Korean reflexive `caki` by Chinese learners of Korean using a picture-sentence verification task. Korean and Chinese reflexives are different from the English reflexive `-self` in that long distance binding interpretation is allowed (e.g., Mary_i thinks that Susan_j likes herself_i/j), whereas it is not in English (e.g., Mary_i thinks that Susan_j likes herself_*i/j). However, the Korean reflexive `caki` is different from the Chinese reflexive `ziji` in terms of its preferred interpretation: long distance binding interpretation is more preferred to local binding in Korean, whereas it is the opposite in Chinese. This study focused on how Chinese learners of Korean understand `caki` in Korean compared to Korean native speakers. The results of an experiment based on a picture-sentence verification task with 31 learners (13 intermediate and 18 advanced) and 30 native controls showed that learners accepted local binding interpretation about 70% of the time regardless of their level of general proficiency, whereas native speakers accepted it only 50% of the time. The results indicate the influence of L1 transfer. Other possible influential factors were also discussed such as length of learning and length of residence. (Hankuk University of Foreign Studies, Cyber Hankuk University of Foreign Studies)

한국어 문법상과 어휘상의 인지언어학적 접근

정해권(Jeong, Haegwon) 담화·인지언어학회 2021 담화와 인지 Vol.28 No.3

In the studies on aspects in Korean, the definitions of types and terms of grammatical aspects are confusingly used, and the span, properties, and types of lexical aspects are discussed differently. So grammatical aspects, lexical aspects, and compositional aspects should be conceptually distinguished. The perfective meaning of sentences without markers should be analyzed as not viewpoint aspects but compositional aspects, because neither a perfective nor an imperfective marker is found in the sentence-final form of modern Korean. The resultative -e iss- representing the temporal phase after the end of an activity can be combined with telic transitive verbs with valency operators, and these phenomena could be a criterion for determining [+telicity]. Lexical aspects should be based on verbs themselves. And through [±contiguity] as an aspectual feature representing space/time proximity, psych verbs and container verbs in the middle situations are classified, and the progressives of the previous, adjacent event of achievement verbs are explained by conceptual metonymy. Iterative progressive of semelfactive verbs can be explained by conceptual blending.

중국인 한국어 학습자의 심성어휘집 연결에 대한 모어 영향 연구

정해권 ( Jeong Haegwon ),서강보 ( Seo Kangbo ),신수련 ( Shin Su-reun ) 한국언어문화교육학회 2021 언어와 문화 Vol.17 No.2

L2 Learners build up new words on their metal lexicon based on words they have already learned. This study conducted a lexical decision experiment to find out the semantic relations between L2 and L1 words for Chinese-speaking learners of Korean. As a result, when the L1 synonym, which is a translation equivalent, is presented as a prime, there was most salient priming effect than others. However, the L1 antonym has been delayed significantly and less accurate, which means it has not been transferred knowledge related to L1 antonyms but L1 synonyms. The selective asymmetric storage model is proposed to explain that L2 learners have selectively transferred L1 knowledge such as synonyms to L2 words. Therefore, the teaching vocabulary should be structured based on semantic relations, away from the method of teaching words independently, and take into account connections between L2 and L1 words. (Hankuk University of Foreign Studies)

한국어 수사구의 언어유형론적 고찰

정해권 ( Jeong Haegwon ) 대한언어학회 2017 언어학 Vol.25 No.1

In a linguistic typological perspective, Korean has fluently developed classifiers which represent limits of abstracting the objects and an early stage of categorizing them. Therefore, it appears that the numeral phrases with repeaters or classifiers are older than the forms without a classifier. Old Korean poems first represent the number and noun interpreted as a form of the number and repeater construction. On the other hand, the basic number of Korean did not appear at the same time but developed sequentially. Number five and others in many languages have the etymological association with `hands`, but Korean numbers are probably not. The Korean number system uses the reconstructed number ten un as a base. In addition, the variation of number twenty and forty may be traces of the vigesimal numeral system.

Processing and Acquisition of Korean Passive Voice by Chinese L2 Learners

Haegwon Jeong (정해권) 국제한국어교육학회 2014 한국어 교육 Vol.25 No.2

정해권. 2014. 중국인 제 언어 2 학습자의 한국어 피동태 처리와 습득. 한국 어교육 25-2: 165-186. 본 연구는 시각적 상황 정보에 대한 음성 문장 자극을 제시하는 그림-문장 검증 과제를 통하여 한국인 모국어 화자와 중국인 제2언어 학습자의 정확도와 반응속도를 비교하였다. 기존 연구에서 통사 적 차이로 인해 피동문 처리가 능동문보다 더 어려운 것으로 나타났다 (Mauner et al. 1993). 또한 모국어 화자는 피동작주가 여격으로 나타난 피동문(예: "오빠에게 잡혀요.")을 동작주가 주격으로 나타난 유형(예: "언니가 잡혀요.")보다 어려워한다고 보고되었다(정해권·이선영 2013). 본 연구에서 (1) 모국어 화자는 전반적으로 빠르고 정확하게 처리하였으며, 중국인 학습자는 숙달도 증가에 따라 전형적인 U자형 발달을 보였고, (2) 모국어 화자는 주격 피동문을 여격 피동문보다 더 빠르고 정확하게 처리 하였지만, 중국인 학습자는 이와 반대로 여격 피동문을 더 잘 처리하였다. (3) 이는 중국인 학습자들이 모국어 화자와 달리 모국어 전이를 통해 어순 및 동형 사상 전략을 이용하거나 격조사의 기능을 정확히 습득하지 못한 것으로 해석할 수 있다. 따라서 효율적인 한국어 피동문 교수를 위해서 피동문에서 나타나는 각 문법 형태소의 기능과 의미, 그리고 피동 표현의 다양한 유형간에 나타나는 용법의 차이를 학습자들이 좀 더 정확하게 알아차릴 수 있도록 교수할 필요가 있다. (Hankuk University of Foreign Studies)

전형 유형론에 기반한 한국어 피동 교육의 대안적 접근

정해권(Haegwon Jeong) 한국국어교육학회 2023 새국어교육 Vol.- No.135

한국어 교사와 중국인 학습자의 신념 차이 해소를 위한 수업 튜닝

정해권 ( Jeong Haegwon ) 이중언어학회 2019 이중언어학 Vol.75 No.-

Adult language learners have strong beliefs or opinions regarding to language learning that based on their previous experiences or assumptions which methods are the best to learn a language. These beliefs could cause anxiety about language teaching in the classroom and disturb their language learning. In this study, the beliefs about language learning of the Korean teachers and Chinese students are investigated and analyzed to find out the differences and to reduce them by classroom tuning for the efficient teaching and learning. Teachers believe that Korean is difficult to learn, and they do not sure of students’ abilities. And students believe learning grammar rules significantly than teachers, so this kind of inconsistence may cause tension in communicative classrooms. They also showed more instrumental motivations than integrative motivations. And both groups believe that language acquisition is linear and structural process and ignore the creativeness of learners. These results showed much lack of knowledge on second language acquisition. For classroom tuning, teachers have to be trained by knowledge on language acquisition, and learners must be realized improper learning methods by guidance of teachers. (Hankuk University of Foreign Studies)