학습자 수준별 관용표현 교수항목에 대한 연구 : 의미투명도와 사용빈도를 바탕으로

다국어 초록 (Multilingual Abstract)

The propose of this study is to provide an effective list of idiomatic expressions for teaching Korean as a Foreign Language by learner level of linguistic condition.
The idiomatic expressions help a language to have something attractive as they function to make the spoken expressions more various and delicate. They are not to be learned as a must, but can be regarded as a requirement for enriching communication in our everyday life.
This study suggested that a new teaching list of idiomatic expressions should be selected, not by the existing teaching items but by new standards, to teach them with these linguistic values more systematically and effectively in teaching Korean as a foreign language. Because different organizations and textbooks used independently different Korean idiomatic expressions without consistent standards according to their own situations.
For this reason, the study was conducted while recognizing the necessity for selecting the teaching items of idiomatic expressions by learner level.
First of all, the 1st chapter presented the purpose, methods, and subjects of this study and investigated the previous studies about the theory and methodology on the idiomatic expressions.
The 2nd chapter compiled the lists of the idiomatic expressions by usage frequency on the Korean textbooks used by Kyung Hee University, Korea University, Seoul National University, Yonsei University, Ewha Womans' University, and National Institute of International Education Development Ministry of Education, and also compared the written idiomatic expressions by citing the analysis results of 'Yonsei Corpus 6' on the idiomatic expressions in Korean novel Corpus.
In the 3rd chapter, a questionnaire survey was conducted to verify that the foreign learners were differently recognizing the idiomatic expressions according to their semantic structures, and a categorization of idiomatic expressions was attempted by the semantic transparency.
In the 4th chapter, a categorization of idiomatic expressions was attempted with its frequency by considering the Korean speaker's practical use in everyday life, for it was considered incomplete to select the teaching items of idiomatic expressions only by semantic transparency as it did not reflect our actual verbal communication.
The 5th chapter suggested a list of idiomatic expressions, inclusive of both semantic transparency and frequency, by categorizing it into 9 groups in order to select the teaching items of idiomatic expressions by learner level, and mentioned that the idiomatic expressions corresponding to each group should be taught based on the linguistic ability of the learner.
The contents of the above discussion can be defined as follows;
The idiomatic expression is a linguistic expression with two or more constituents and cannot be understood by the semantic compounding of each constituent.
The list of idiomatic expressions in order to select the teaching items by learner level was made of 550 items from ‘가슴이 찡하다(Feel a rush of pity)’ to ‘힘을 쓰다(Do one's best)’ on the basis of an analysis of Korean textbooks and again it was categorized through the semantic transparency and frequency. In this process, questionnaire survey was conducted twice; the subject of one survey was 30 foreign learners of Korean language, which aimed at analyzing their recognition of the meaning of idioms according to the semantic structure of the idiomatic expressions, which resulted in a conclusion that a rationale was prepared for the semantic transparency to be a criterion in selecting the teaching items of idiomatic expressions by foreign learners, who answered that the less the semantic transparency, the more easily they could infer the meaning of idioms. The other survey was conducted for 35 Korean speakers in their graduate or postgraduate courses related to Korean language and Korean instructors with 5-year or more teaching experiences in Korean education, on purpose to classify the idiomatic expressions according to semantic transparency and frequency by learner level, by which an objective basis was prepared in categorizing semantic transparency into translucency, semi-opacity and opacity, and frequency into high-, mid- and low-frequency. Moreover, this survey suggested another finding that even the teaching items of high semantic transparency should be excluded from the priority items in case of low frequency, with a proportional relation between frequency and transparency: high frequency was associated with high transparency.
In conclusion, suggesting the teaching items of idiomatic expressions by learner level on the basis of these surveys, this thesis selected 'transparency top and frequency top' as teaching items for beginners which should be taught first of all, 'transparency middle and frequency middle', 'transparency top and frequency middle' and 'transparency middle and frequency top' as those for intermediate learners, and the rest including 'transparency bottom and frequency bottom' as those for advanced learners which could select freely the idiomatic expressions according to teaching environment, learning goal, etc.

목차 (Table of Contents)

• 1. 서론
• 1.1 연구 목적
• 1.2 연구 방법
• 1.3 연구 대상
• 1.4 선행연구
• 1.4.1 국어학에서의 관용표현에 대한 연구
• 1.4.2 한국어교육학에서의 관용표현에 대한 연구
• 2. 한국어 교육 관용표현 목록 비교
• 2.1 한국어 교재에 나타난 관용표현 분석
• 2.1.1 경희대학교〈한국어 초급Ⅰ~고급Ⅱ〉
• 2.1.2 고려대학교〈한국어회화· 한국어1~6〉
• 2.1.3 서울대학교〈한국어1~4〉
• 2.1.4 연세대학교〈한국어1~6〉
• 2.1.5 이화여자대학교〈말이 트이는 한국어Ⅰ~Ⅴ〉
• 2.1.6 국제교육진흥원〈한국어 속담100 관용어100〉
• 2.2 빈도수에 따른 한국어 교육용 관용표현 목록
• 2.3 구어상황과 문어상황에서의 관용표현 비교
• 3. 투명도에 따른 관용표현 분류
• 3.1 이론적 배경: 의미 변화의 기준
• 3.2 외국인 학습자들의 의미구조에 따른 인지 정도
• 3.3 투명도에 따른 관용표현 목록
• 4. 사용빈도에 따른 관용표현 분류
• 4.1. 사용빈도와 투명도의 관계
• 4.2. 사용빈도에 따른 관용표현 목록
• 5. 수준별 관용표현 교수항목
• 6. 결론
• 참고문헌
• 참고자료
• ABSTRACT