한국어 교육을 위한 ‘-더-’의 문법 기술 방안

다국어 초록 (Multilingual Abstract)

This study aimed to find the meaning of grammatical element '-deo-', apply it to korean educational grammar and describe its grammar as a combining grammatical form.
The school grammar defines the meaning of ‘-deo-' as 'retrospection of experience', the korean grammar also accepts it. Mother language learners do not commit errors in using of '-deo-' by grammatical intuition, and accept its meaning through grammatical education after acquiring the usage of -deo-. Foreign learners, however, have no choice but to understand and use '-deo-' based on suggested meanings of it. Moreover, in the result of analyzing learners' dictionaries of korean and korean texts, despite that the meaning of 'retrospection of experience' may suggest general meaning of '-deo-', it cannot explain sufficiently the usages and the limitation of grammatical person in using '-deo-’.
In the present study, to help foreign learners understand and speak, it tried to subdivide the meaning and function of '-deo-'. It can be subdivided into two types. The first one of '-deo-' is 'playback of the past scene' which means that a speaker saw the scene and tell as he saw it. The other is 'perception of the past scene' which means that a speaker recognizes or feels something through gaining experience or seeing the scene. The study tried to explain the grammar of "-deo-‘ as a combining grammatical form grounded on the above subdivision.
A final ending '-deora¹' combining '-deo-' as 'playback of the past scene' has the function of 'report', as a speaker uses '-deora¹' when he delivers the scene which he saw in the past without his subjective judgments or feelings. Meanwhile, '-deora²' combining '-deo-' as 'perception based on the past scene' means 'surprise' or 'exclamation', that is to say, it represents the speaker's feeling like 'surprise' or 'exclamation' from acquiring new facts or emphasizing the past scene lively.
In the case of a conjunctive ending '-deoni', while learners' dictionaries of korean described its usages as "contrast, order, addition, cause or reason" based on the meaning of following sentences, the present study classified it into two categories; 'order' and 'causality'. In addition, it tried to explain '-deo-' in '-deoni' in the case of '-deo-' as 'playback of the past scene' and as 'perception of the past scene' respectively. In the mean time, '-eotdeoni' was suggested in a separate form, because it has differences from '-deoni' in intensity of causality and limitation of grammatical person in spite of having a similar meaning.
Unlike A final ending '-deora' and a conjunctive ending '-deoni', 'deon' does not have limitations of direct experience or grammatical person, but it has a new point of time by modifying a noun. In the learners' dictionaries of korean, it has various meanings, but in the present study, I choose a primary meaning item and then suggested the usage of 'deon' in terms of two types of '-deo-'. Besides '-eotdeon' is different from 'deon' in its perfect tense 'eot', so it was explained in another form.
In conclusion, the description of grammatical element '-deo-' as a combining grammatical form based on its meaning and function has some significance as follows.
First of all, it makes foreign learners distinguish a combining grammatical form'-deo-' and other endings which have a similar meaning, so they can understand and speak a modality expression from their angle. It also helps them study the next grammatical forms easily based on the prior study in recognizing the connections among '-deo-' combining grammatical forms. Finally, it aims to help foreign learners recognize the categories and systems of '-deo-' by themselves.

목차 (Table of Contents)

• 1. 서론 = 1
• 1.1 연구 목적 = 1
• 1.2 선행 연구 = 2
• 1.3 연구 방법 = 4
• 2. 한국어 문법에서의 ‘-더-’ 결합 문법 항목의 기술 분석 = 7
• 2.1 ‘-더라’의 기술 분석 = 9
• 2.2 ‘-(었)더니’의 기술 분석 = 14
• 2.3 ‘-(었)던’의 기술 분석 = 18
• 3. ‘-더-’의 의미 분석 = 25
• 3.1 과거 장면의 재생 = 25
• 3.2 과거 장면에 따른 지각 = 29
• 4. ‘-더-’ 결합 문법 항목의 기술 = 35
• 4.1 ‘-더라’의 문법 기술 = 35
• 4.2 ‘-(었)더니’의 문법 기술 = 41
• 4.2.1 ‘-더니’ = 44
• 4.2.2 ‘-었더니’ = 51
• 4.3 ‘-(었)던’의 문법 기술 = 54
• 4.3.1 ‘-던’ = 56
• 4.3.2 ‘-었던’ = 62
• 5. 결론 = 65
• 참고문헌 = 67
• [한국어 학습용 사전] = 70
• (Abstract) = 71