몽골인을 위한 한국어 관용어 교육 연구

다국어 초록 (Multilingual Abstract)

The purpose of this study was to help native Mongolian speakers who were learning Korean learn the Korean idioms more effectively.
The sheer volume of exchanges between Korean and Mongolia has consistently increased since the two nations formed diplomatic relations, and so have the demands for Korean education in Mongolia. However, it's unfortunate that the quality of the education cannot keep up with the increasing demands for the education. Given the increasing demands for Korean education in Mongolia, it's essential to find systematic ways of Korean education and research effective teaching methods.
In Korean language, there are expressions that are not found in a common dictionary or whose accurate meanings are hard to understand. Idioms account for a huge portion of those expressions. One of the foremost characteristics of idioms is that the combination of the constituents' meanings creates a whole new meaning. Therefore, it's important to place importance on idioms and teach them effectively to foreigners who study Korean.
The study was conducted in the following procedures: Chapter 1 introduced the goals and methods of the study and examined the previous studies to find out the level of idiom education research in Korean education.
Chapter 2 reviewed the concepts and characteristics of idioms.
Chapter 3 examined the criteria(grounds) of selecting and arranging the list of idioms to teach.
In Chapter 4, the investigator selected the idioms to teach to Mongolians and collected the lists of idioms based on the frequency of their use in the previous studies. Using the list, I took a survey among Koreans to figure out their frequency among them. After selecting the list of education, I set the order of which idioms would be taught first in three stages. The first arrangement was done in three steps based on the survey results regarding the frequency of uses. The criterion of the second arrangement was difficulty, which was decided according to the comparison and contrast between Korean and Mongolian idioms and the understanding level of the Mongolians. Their understanding level was measured in a survey which asked them about the connections they felt between literal meanings and idiomatic ones. And the level of vocabulary of idioms was chosen as the criterion of the third arrangement. In selecting and arranging the lists, I applied many different criteria including the frequency of use among Koreans, comparison and contrast between Korean and Mongolian, the understanding level of the Mongolians, and the level of constituent vocabulary. In the study, I divided the educational period of idioms from the beginning to the advanced stage and chose 150 idioms. The list of education contained 30 idioms for the beginning stage(Grade 1-2), 50 for the intermediate stage(Grade 3-4) and 70 for the advanced stage(Grade 5-6) considering the Korean proficiency and lesson hours of the learners. I also assigned unique numbers and ranks to the idioms according to the second and third arrangement results so that the learners could compare them at each stage.
And in Chapter 5, I examined the characteristics of idioms education and suggested effective educational methods and teaching model for idioms. The difference of idioms education from other vocabulary education was investigated based on the characteristics of idioms in terms of cultural vocabulary, expressive techniques, and fixed traits. The stages of idioms education were introduced including introduction, presentation of meanings and explanation, practice, and utilization. Finally, I chose '50 pretending not to know' that required explanations about the formation background and origin among the 150 idioms as the target idiom and suggested a teaching model for it.
In future, they need to categorize the learner groups according to native languages and cultures and develop specific educational approaches towards idioms. It's also critical to recognize a need for idioms education in Korean education and renew the perceptions of Mongolia whose demands for Korean education are great.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구의 목적과 필요성 1
• 1.2. 연구 방법 4
• 1.3. 선행 연구 7
• 1.3.1. 국어학에서의 선행 연구 8
• 1.3.2. 한국어교육에서의 선행 연구 11
• 2. 관용어의 개념과 특성 18
• 2.1. 관용어의 개념 18
• 2.2. 관용어의 특성 20
• 3. 관용어 교육목록의 선정과 배열의 준거 24
• 3.1. 선행연구의 관용어 교육목록 선정과 배열의 실태 24
• 3.2. 목록 선정의 준거 25
• 3.3. 목록 배열의 준거 27
• 3.3.1. 학습자 모국어와의 비교·대조 27
• 3.3.2. 학습자의 이해도 측정 30
• 3.3.3. 관용어 구성 어휘의 수준 32
• 3.4. 수준별 관용어 교육 목록의 수 33
• 4. 몽골인을 위한 한국어 관용어 교육목록의 선정과 배열 36
• 4.1. 관용어 교육 목록 선정 36
• 4.2. 관용어 교육 목록 배열 41
• 4.2.1. 1차 배열: 사용빈도 41
• 4.2.2. 2차 배열: 몽골어 관용어와의 비교, 몽골인의 이해도 43
• 4.2.3. 3차 배열: 구성 어휘 수준 55
• 4.3. 선정과 배열의 결과 56
• 5. 한국어 관용어 교육 방안 및 실제 61
• 5.1. 관용어 교육의 특징 61
• 5.2. 관용어 교육의 방안 65
• 5.3. 관용어 교육의 교수 모형 77
• 6. 결론 84
• 참고문헌 86
• 부록 93
• Abstract 106