한국어 조건 표현 연결 어미 교육 방안 연구 = (A) Study on an Educational Plan for the Conjunctive Endings in the Korean-language Conditional

다국어 초록 (Multilingual Abstract)

The purpose of this study was to suggest a plan for possibly educating effectively the conjunctive endings in the conditional for learners in the intermediate and advanced level of Korean language, centering on semantics-function in light of speech act in ‘-myeon, -geodeun, -eoya’ of the conjunctive endings in the conditional.
As Chapter 1 is introduction, it examined about which position the conjunctive endings in the conditional possess among the conjunctive endings in Korean language. Based on the interview and the prior questionnaire research targeting learners in the intermediate and advanced level for Korean language, it examined the aspect of using the conjunctive endings in the conditional in learners. As a result, the learners were confusing the conjunctive endings in the conditional with the categories of semantics in causality and concession. As a whole, the students showed the phenomenon of using by replacing other conjunctive endings in the conditional with ‘-myeon.' Based on this, the research objective and necessity in this study were presented. Also, through a preceding research, the research contents were examined on the conjunctive endings in the conditional for the Korean-language academic circles and the Korean-language education academic circles.
In Chapter 2, each difference was examined by mutually comparing the category in causality and concession adjacent to the category in the conditional. As a result, the conditional and causality show the difference in gradability, thereby having been able to be known that there is the meaning of supposition only in the conditional. Also, it could be known that it is divided into the conditional and concession according to whether the focus of information is on the preceding and escorting clause or only on the escorting clause, and that the concession has the meaning called the negation in other conditional. Next, by examining the syntactic restriction in ‘-myeon, -geodeun, -eoya’ of the conjunctive endings in the conditional, it allowed learners' error in type to be possibly reduced.
In Chapter 3, based on Austin(1962)'s speech-act theory, it examined the semantics-function in light of speech act in ‘-myeon, -geodeun, -eoya’ of the conjunctive endings in the conditional. Each of the conjunctive endings in the conditional has the semantics in the illocutionary act of centering on a speaker, and in the perlocutionary act of inducing a listener's response, thereby having raised necessity of allowing learners to perceive this function of speech act. Also, through analyzing the current Korean-language textbook, most of teaching materials were recorded by mixing the function and activity in light of communication. It examined it to be suggested focusing on the function in light of communication rather than the semantics-function in light of speech act.
In Chapter 4, it presented an educational plan for the conjunctive endings in the conditional centering on semantics-function in light of speech act in the conjunctive endings of the conditional, and prepared the actually teaching-guidance plan based on this.
Finally in Chapter 5, it summarized and arranged the contents and results in this study, and described on significance and limitation of a research.

목차 (Table of Contents)

• 1. 서론 = 1
• 1.1 연구의 필요성과 목적 = 1
• 1.2 선행연구 = 7
• 1.2.1 국어학계의 연구 = 7
• 1.2.2 한국어교육학계의 연구 = 11
• 1.3 연구 방법 = 15
• 2. 조건 표현 연결 어미의 특징 = 16
• 2.1 인접 범주와의 의미 비교 = 16
• 2.1.1 조건과 인과 = 20
• 2.1.2 조건과 양보 = 23
• 2.2 통사적 특징 = 27
• 2.2.1 주어 및 서술어 제약 = 27
• 2.2.2 시제선어말어미 제약 = 32
• 2.2.3 의향법 제약 = 35
• 2.2.4 부정법 제약 = 38
• 2.2.5 보조사와의 결합 제약 = 41
• 2.2.6 대동사와의 결합 제약 = 42
• 3. 조건 표현 연결 어미의 의미-기능 = 45
• 3.1 '-면' = 48
• 3.2 '-거든' = 52
• 3.3 '-어야' = 55
• 3.4 한국어 교재의 의미-기능 분석 = 59
• 4. 의미-기능 중심 교육 방안 = 69
• 4.1 의미-기능 중심 교수 · 학습 모형 = 69
• 4.2 의미-기능 중심 교육의 실제 = 73
• 5. 결론 = 85
• 참고문헌 = 88
• 부록 = 96
• 부록 1 사전 설문지 = 96
• ABSTRACT = 99