한국어교육을 위한 복합형식 연구 = (A) study on composite forms for Korean language education

다국어 초록 (Multilingual Abstract)

The purpose of this study is twofold: first, this study sets up the theoretical basis and the educational value of "Composite Forms (bokhaphyeongsik)" of Korean grammar education. Second, this study presents a list of Composite Forms, and classifies them into various stages of learning.

Chapter 1 points out fundamental grammatical notions, terminologies, classifications, and the arrangement of chunks have not been settled to a satisfactory extent. The variety of terms and notions described as chunks has led to differences in the list and the classification of chunks in Korean language textbooks, learner's grammar dictionaries, and papers. Therefore, I have found it necessary to examine 2,169 phrases of 6,637 grammatical items in 6 different Korean language textbooks, produced and published by various publishing houses and 3 different learner's grammar dictionaries in order to select Composite Forms.

Chapter 2 discusses the logical basis, notion and noticeable feature of Composite Forms and founds the principles for selecting them. The originality of Composite Forms is clarified and compared to the existing grammatical units in Korean grammar education such as 'expression entries', 'expression sentence pattern', 'structural expression', 'dependent construction', 'modality expression', 'grammatical collocation', and 'idioms'. The term "Composite Forms" in this study is made in order to emphasis on composite form of education focusing on the structural elements of form, meaning, and function which are composed to construct one grammatical unit to achieve it. Composite Forms have grammatical function and meaning similar to particles or endings and construct sentence productively. Composite Forms are classified into 'adjacency forms' and 'co-occurrence forms' according to grammatical feature of constituents. Adjacency forms are made up of grammar element and vocabulary element such as '-gi ttaemunida(-기 때문이다)', '-neun barame(-는 바람에)', and '-ryeogo hada(-려고 하다)'. However, co-occurrence forms are made up two kinds of grammar elements such as '-myeon ~ - assji(-면 ~ -았지)', '-daga ~ -daga(-다가 ~ -다가)', and '-eun ~ -daero(-은 ~ -대로)'. Adjacency forms are classified into 4 kinds of forms; 'particle-noun adjacency forms', 'particle-declinable word adjacency forms', 'ending-noun adjacency forms', and 'ending-declinable word adjacency forms'. And co-occurrence forms are divided into 2 kinds of forms; 'different morpheme co-occurrence forms' and 'identical morpheme co-occurrence forms'.

Chapter 3 selects 199 Composite Forms such as 180 adjacency forms, 19 co-occurrence forms from 6 different Korean language textbooks and 3 different learner's dictionaries. 180 adjacency forms such as 2 particle-noun adjacency forms, 25 particle-declinable word adjacency forms, 82 ending-noun adjacency forms, and 71 ending-declinable word adjacency forms are screened in this research by their degree of morphosyntactic adjacency, their originality of grammatical function and meaning. 19 co-occurrence forms which are 5 different morpheme co-occurrence forms and 14 identical morpheme co-occurrence forms are screened in terms of their degree of morphosyntactic co-occurrence, their originality of grammatical function and meaning, and their degree of meaning co-occurrence. In this research, 199 Composite Forms are reclassified into 28 particle-correspondence forms and 171 ending-correspondence forms according to their grammatical function. Also, I shows that Composite Forms can be divided into 113 inflective forms, 40 restrictive inflective forms, and 46 fixed forms based on whether Composite Forms are inflected.

Chapter 4 clarifies the educational value of Composite Forms in relation to linguistic knowledge, sentence structure, and the realm of discourse. Composite Forms activate the grammatical and lexical knowledge of learners, and contribute to the learner's ability of constructing sentence. Also, Composite Forms precisely show the communicative situation and function in which they will be used. Therefore, communicative competence would be enhanced if arrangements of Composite Forms in the different learning stages are designed to increase linguistic knowledge awareness, sentence construction ability, and discourse ability.
Chapter 5 contains the arrangement of 199 Composite Forms grouped into 6 learning stages of beginner 1, 2, intermediate 1, 2, and advanced 1, 2 levels. Since the objective of Composite Forms of education is to produce a smooth communication with native Korean speakers, the arrangement of Composite Forms is fundamentally done based on the frequency of use of Composite Forms by native Koreans. Composite Forms are also arranged according to their common use in everyday life spoken or written language, difficulty that learners could infer the meaning of Composite Forms and sentence types with Composite Forms. First, frequency of use of Composite Forms in 6 different Korean language textbooks is surveyed and compared with the frequency of use in Sejong Corpus. The comparison of Composite Forms in Korean language textbooks and Sejong Corpus shows that most of the Composite Forms in Korean language textbooks are arranged without an explicit and objective basis. Next, principle for arranging Composite Forms is set up based on the frequency of use of Composite Forms. Thus, I arrange 199 Composite Forms into 5 items for beginner 1, 18 items for beginner 2, 50 items for intermediate 1, 50 items for intermediate 2, 44 items for advanced 1, and 32 items for advanced 2.

Composite Forms are useful grammar units for learners of Korean language as a foreign language. They help learners to generate sentences that express learners' intentions and accomplish communication. The standardization of Korean grammar education through selection of Composite Forms and learning stage arrangement studied in this paper is expected to help teaching Korean grammar in a more systematic way, and furthermore assist the compilation of textbooks and grammar dictionaries.

목차 (Table of Contents)

• 제1장 서론 ········································································································ 1
• 1.1 연구 목적 ················································································································· 1
• 1.2 연구 대상과 방법 ·································································································· 3
• 1.3 선행 연구 검토 ······································································································ 6
• 1.4 논의의 구성 ·········································································································· 14
• 제2장 복합형식의 기본 논의 ······································································· 16
• 2.1 복합형식의 설정 근거와 개념 ··········································································· 16
• 2.2 복합형식의 형태·통사·의미적 특징 ···································································· 35
• 2.3 복합형식의 선정 원칙과 분류 ··········································································· 37
• 제3장 복합형식의 선정과 유형 ··································································· 47
• 3.1 인접구성의 판별 기준과 선정 ··········································································· 47
• 3.1.1 조사-체언 인접구성 ······················································································ 48
• 3.1.2 조사-용언 인접구성 ······················································································ 50
• 3.1.3 어미-체언 인접구성 ······················································································ 58
• 3.1.4 어미-용언 인접구성 ······················································································ 83
• 3.2 호응구성의 판별 기준과 선정 ············································································ 118
• 3.2.1 이질형태 호응구성 ······················································································ 119
• 3.2.2 동일형태 호응구성 ······················································································ 127
• 3.3 교육적 적용을 위한 유형 분류 ······································································· 138
• 3.3.1 인접구성의 유형과 특징 ············································································ 139
• 3.3.2 호응구성의 유형과 특징 ············································································ 144
• 제4장 복합형식의 교육적 효용성 ····························································· 147
• 4.1 문법지식과 어휘지식의 활성화 ······································································· 147
• 4.2 문장 생성과 확대에 기여 ················································································· 154
• 4.3 명시적인 의사소통 상황과 기능 제공 ···························································· 159
• 제5장 복합형식의 학습 단계 ····································································· 163
• 5.1 배열 기준 설정 ·································································································· 163
• 5.1.1 일차 배열 기준 : 사용 빈도 ······································································ 163
• 5.1.2 언어지식, 문장, 담화 영역에서의 배열 기준 ·········································· 164
• 5.2 배열 기준의 기술 방법 ····················································································· 168
• 5.3 한국어교재와 세종 말뭉치의 복합형식 비교 ··············································· 173
• 5.3.1 복합형식의 사용 빈도 비교를 위한 임시 학습 단계 설정 ··················· 173
• 5.3.2 한국어교재에서의 복합형식의 사용 빈도와 제시 양상 ························· 175
• 5.3.3 한국어교재와 세종 말뭉치에서의 복합형식의 사용 빈도 비교 ··········· 182
• 5.4 복합형식의 학습 단계 설정 ············································································· 192
• 5.4.1 학습 단계 설정 방법 ·················································································· 192
• 5.4.2 사용 빈도를 중심으로 한 복합형식의 학습 단계 ·································· 195
• 제6장 결론 ···································································································· 210
• <참고 문헌> ·················································································································· 214
• <ABSTRACT> ··············································································································· 224