한국어 학습자의 연결어미 ‘-아서/어서’에 대한 오류 연구 : 중국인 학습자를 중심으로 = A Study of Korean Learner’s error in the connective ending '-아서/어서'

다국어 초록 (Multilingual Abstract)

The goal of this study analyzes the connective ending ‘-아서/어서’ which are found in writing notes using Chinese as a mother tongue. To analyze the error, it is for applying and presenting the efficient teaching models by understanding and inspecting difficulties of learners.
Chapter 1, after supplying way to analyze errors for the connective ending ‘-아서/어서’, it analyzes preceded theory. It examines preceded theory by separating grammatical study, error analysis and contrast analysis.
In chapter 2, It divided conception and classification of the connectin ending words stated in the Korean materials of the each university and examined again the meaning of ‘-아서/어서’ in the previous study. Also, It defined way to present, explanation of contents, and examples of the Korean materials which are used in the Korean educational institute of the each university and did unitive analysis on the each materials. As a result, First, each teaching materials presents time order of ‘-아서/어서’. Second, they are lack of unity for grammatical dictions and signals. By this it can cause confusion to learn, the unity of grammatical dictions is needed. Third, there are no explanation about connecting form and condition of grammatical notice in each materials, it is needed to develop teacher`s guide.
In chapter 3, It analyzed the errors about ‘-아서/어서’ based on the writing notebooks of the students who are in the second class in the Korean educational center of Chong Ju University in 2007. As a result, the cause of error about connective ending is influenced mother tongue and evasive tactics.
For improving this, first of all when we teach connecting words, we educate forms, meanings and uses of language. Second, connecting words of approximation words is taught the morphologic and semantic features by confrontation practice. Third, the model for practice is presented by finding purpose connecting words. Followings are error analysis contents of connecting ending words.
Chinese learners use the connective ending ‘-아서/어서’ most frequently in contents, the various meaning of connecting words are used more than only meaning of ones.
The error of ‘-아서/어서’ are separated by tense error, allomorph error and replacement error. The replacement error is more than others, because each connective ending have essential meaning and function, it is for complexation of Korean connective ending to have same meaning and function in various words.
To reduce the error, it is needed to understand exact meaning of each connecting words and be practiced by contrasting and comparing with high replaceable connecting words.
Chapter 4, it presented practical lesson model of efficient connecting words ‘-아서/어서’ based on previous contents. The connecting words ‘-아서/어서’ have the meaning of reason and applicant and present ‘-고’ and ‘-(으)니까’ with contrast exercise. This study present efficient teaching model by analyzing error of connective ending ‘-아서/어서’.
But this study has uppermost limit that is choose only learners from special organization and not much. Because the target of this id restricted as Chinese, if we analyze other countries learners with contrast, we can get result more evidently. And this is for writing errors. If we study listening and speaking, we can obtain other conclusion for other linguistic ability.
Therefore, from now on, I hope to keep error study of linguistic ability about organization, level and language region.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1.1. 연구 목적 = 1
• 1.2. 연구 방법 및 범위 = 3
• 1.3. 선행연구 검토 = 4
• Ⅱ. 한국어교육에서의 연결어미 = 7
• 2.1. 한국어 문법에서 연결어미의 의미 및 분류 = 7
• 2.2. 한국어 교재에 나타난 연결어미 ‘-아서/어서’ 분석 = 12
• Ⅲ. 한국어 학습자의 연결어미 사용 및 오류 양상 = 18
• 3.1. 연결어미 오류에 대한 원인 및 개선 방안 = 18
• 3.1.1. 연결어미 오류의 원인 = 18
• 3.1.2. 한국어 연결어미 교육의 개선 방안 = 20
• 3.2. 연결어미 ‘-아서/어서’의 사용 및 오류 양상 = 22
• 3.2.1. 조사 대상 및 방법 = 22
• 3.2.2. 연결어미 사용 양상 = 23
• 3.2.3. 연결어미 ‘-아서/어서’의 사용 양상 및 오류 분석 = 27
• Ⅳ. 효율적인 연결어미 ‘-아서/어서’의 교수 방안 = 36
• 4.1. 연결어미 교육 방안 = 36
• 4.2. 연결어미 ‘-아서/어서’의 수업 모형 -시간 순서- = 39
• 4.3. 연결어미 ‘-아서/어서’의 수업 모형 -이유ㆍ원인- = 49
• Ⅴ. 결론 = 57
• 참고문헌 = 60
• ABSTRACT = 63
• 부록 = 66