한국어 의문문 습득의 중간언어 연구

다국어 초록 (Multilingual Abstract)

A good language teacher needs a comprehensive understanding of Second Language Acquisition(Brown 2007). The language learner's developmental stage is an important consideration in the syllabus design(Johnson 2001). Therefore, the developmental sequence of interrogatives should be studied for an effective language teaching and learning in Korean as a second language.
First of all, Korean interrogatives were classified via criteria for the perspective of acquisition. As a result, 7 categories, 14 wh-words, and 30 question forms by morph-syntactic features were classified.
For this empirical research, 31 English, Japanese, Chinese speaking learners of Korean participated and were requested to perform two elicited- production tasks and a comprehension task to find a developmental sequence of Korean interrogatives. The result shows that there are six developmental stages. In the first stage, learners used the intonation questions. In the next stage, this form is extended by the addition of the sentence terminal such as ‘Noun+ieyyo?’ and ‘Verb+eyo?’ and ‘Noun+anieyyo?’ The short type of alternative questions such as ‘Noun1, Noun2?’ also were shown in this stage. In the third stage, ‘Noun+nunyo?', ‘an’-negative question, ‘-ul swu isseyo?’ and ‘-cyo?’ confirm question were used. In the forth stage, ‘Verb+nayo?’, ‘Noun+nkayo?’, ‘-canhayo?’ confirm question, and ‘-takoyo?’ echo question were acquired. At the fifth stage, ‘-ulkkayo?’ intention question, the phrasal alternative question, the phrasal echo question and the phrasal negative question were found. Finally, ‘mos’-negative question, the positive-negative alternative question and the tag question were developed.
In the perspective of processibilty theory, the developmental sequence of Korean interrogatives was similar to English. The findings of a developmental sequence of Korean interrogatives will be the base for the acquisition research of Korean as a second language and can give a great deal of assistance to pedagogical methods. In spite of some restrictions, the result of this research discovered the formal structures and the typological insistency of the acquisition of Korean.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구 목적과 범위 1
• 1.2. 선행 연구 6
• 1.3. 연구 절차와 구성 11
• 2. 습득에 따른 한국어 의문문의 유형 13
• 2.1. 의문문 유형 분류의 기준 14
• 2.2. 기준에 따른 의문문의 문형 제시 22
• 3. 의문문 중간언어의 연구방법 26
• 3.1. 실험 설계 26
• 3.2. 실험 대상 33
• 3.3. 자료 해석 도구 : 출현과 함축적 척도 35
• 4. 중간언어 자료의 분석 38
• 4.1. 표현에 나타난 발달 양상 39
• 4.2. 이해에 나타난 발달 양상 63
• 4.3. 한국어 의문문 습득의 발달 절차 68
• 5. 한국어 교육에의 적용 77
• 6. 결론 83
• 참고문헌 86
• ABSTRACT 94