일본인 한국어 학습자를 위한 칭찬 반응 교육방안 = Educational plan of compliment-response-pragmatic for Japanese learner Korean

국문 초록 (Abstract)

본 연구는 일본인 한국어 학습자의 칭찬 반응 화행 교육 방안을 살펴보는 것에 그 목적이 있다. 이를 위해 한국어 모어화자와 일본어 모어화자, 일본인 한국어 학습자의 칭찬 반응 화행 전략을 분석하고 그 결과를 살펴보았다. 또한 분석 결과를 바탕으로 한국어 교육에 적용 방안을 제시하고자 하였다.
1장에서는 칭찬 반응 화행과 관련된 선행 연구를 검토하여 주요 연구들의 의의와 한계점에 대해 고찰해 보고 본 연구의 필요성에 대해 기술하였다. 2장에서는 칭찬 반응 화행이론을 살펴보았다. 칭찬 반응 화행이론에서는 ‘칭찬’의 개념을 정의하고 칭찬 반응 유형을 살펴봄으로써 칭찬 반응 화행 분석을 위한 기초적인 토대를 마련하였다. 다음으로 3장에서는 설문 조사를 위한 대상 선정과 예비 조사를 실시한 후 본 조사를 통한 자료 수집 절차에 대해 설명하였다. 4장에서는 실시 한 DCT를 통해 한국어 모어화자, 일본어 모어화자, 일본인 한국어 학습자의 칭찬 반응 화행을 분석함으로써 일본인 한국어 학습자의 칭찬 반응 화행이 모국어의 영향을 받는지 배우고 있는 한국어의 영향을 받고 있는지 살펴보았다. 그리고 18개의 상황과 사회적 변인과 칭찬의 주제에 따라 칭찬 반응 화행 분석결과가 어떻게 나타나는지도 살펴 보았다. 그리고 분석을 할 때 각 집단을 남, 녀로 나눠서도 알아보았다. 5장에서는 4장에서의 분석 결과를 바탕으로 일본인 한국어 학습자에게 어떤 칭찬 반응 화행의 요소들을 교육시켜야 할지에 대한 교육 방안을 제시하고자 하였다.
본 연구를 통해 일본인 한국어 학습자들이 많은 부분에서 모국어의 영향으로 한국어에 대한 칭찬 반응을 하였음을 알 수 있었고, 남자와 여자의 집단으로 나누었을 때 칭찬 반응 화행 전략들이 다르게 선호하였음도 살펴 볼 수 있었다.

다국어 초록 (Multilingual Abstract)

The aim of the research is to figure out the educational plan of compliment-response-pragmatic for Japanese Learns Korean. We have studied the results and analysis of the compliment-response-pragmatic strategies for Korean Native Speaker and Japanese Native Speaker. And we would suggest a device how to apply to Korean education based on the analyzed result.

The first chapter is about the necessity of this research. We have already examined previous researches of the compliment-response-pragmatic and considered meanings and limits of the important researches.

The second chapter, we describe the theory of the compliment-response-pragmatic. By defining 'compliment’ and studying the type of response at praise, we can make a basic foundation for analysis of praise-response-pragmatic.

The third chapter, we explain how we chose people for survey and how we collected data of the result through the main survey after pre-survey.

The fourth chapter, we analyze the compliment-response-pragmatic of Korean Native Speaker, Japanese Native Speaker, Japanese Learner Korean through carrying out DCT. And we study whether this praise-response-pragmatic of Japanese who learns Korean is affected by their mother tongue or Korean. We found out how different analyzed results of the compliment-response-pragmatic were produced by 18 different situations, social change and subjects of praise. And we analyzed women and men`s group.

In chapter 5, we would propose the difference of women and men's response from the educational plan that the compliment response-pragmatic`s factors are applied for Japanese who learns Korean based on the analyzed result in chapter 4.

Through this research, we claim that Japanese who learns Korean are most likely to response to praise being influenced by their mother tongue, in addition, their preferences about strategies of the compliment-response-pragmatic are different between women and men`s response.

목차 (Table of Contents)

• 1. 서론 ······································································································1
• 1.1 연구의 목적과 필요성 ···········································································1
• 1.2 선행연구 검토 ·····················································································2
• 1.2.1 칭찬 화행 선행연구 ·········································································2
• 1.2.2 칭찬 반응 화행 선행연구 ··································································4
• 2. 이론적 배경 ···························································································6
• 2.1 화행이론 ·····························································································6
• 2.2 칭찬 반응 화행이론 ···············································································9
• 2.2.1 칭찬 반응의 정의 ··············································································9
• 2.2.2 칭찬 반응의 유형 ············································································10
• 3. 연구 방법 ···························································································13
• 3.1 실험 대상 및 자료 수집방법 ·······························································13
• 3.2 자료 분석의 틀 ···············································································13
• 3.2.1 예비 실험····················································································17
• 3.2.2 본 실험 ·····················································································18
• 4. 칭찬 반응 실험 결과 분석 ··································································19
• 4.1 각 집단에 따른 실험 결과 분석 ···························································19
• 4.2 장면에 따른 실험 결과 분석 ·······························································21
• 4.3 사회적 변인에 따른 실험 결과 분석 ·····················································54
• 4.4 칭찬 주제에 따른 실험 결과 분석 ························································65
• 5. 교육 대상으로서 칭찬 반응 화행의 요소 ·················································78
• 5.1 교육 대상 ···························································································78
• 5.2 교육 방안 ···························································································83
• 5.2.1 초급 ·····························································································83
• 5.2.2 중급 ·····························································································85
• 5.2.3 고급 ·····························································································87
• 6. 결론 및 제언 ························································································90
• <참고 문헌>································································································92
• <부록> ······································································································95
• <Abstract> ······························································································109