영어권 학습자의 '눈' 관용표현 습득 연구

다국어 초록 (Multilingual Abstract)

Familiarity with idiomatic expressions is one of the more difficult aspects of learning a foreign language. However, because idioms are frequently used in daily conversation, understanding them is a key component of communication. The purpose of this thesis was to examine the acquisition of Korean ‘eye’ idioms by second language learners whose native language is English, and to gain insight into their knowledge of idioms. Understanding what these learners know and how they learn can aid educational professionals in helping their students acquire this important subsection of language.
In chapter 1, the concepts of contrastive analysis hypothesis and cross-linguistic influence approach were introduced along with a brief exploration of related previous studies focused on second language acquisition.
In chapter 2, the four standards that were established in order to ensure the objectivity of contrasting Korean and English ‘eye’ idioms were detailed. These standards are whether the expression is considered an idiom or not, using the vocabulary ‘eye’ in the expression, correspondence of predicates, and the implied meaning of the idiom. These standards were then used to categorize the collection of ‘eye’ idioms used in this study into Type A, B, C, and D.
In chapter 3, the ‘eye’ idiom study is described in detail. A total of 20 learners of Korean served as participants for the study. 10 of them were beginning and intermediate level learners and other 10 were advanced level learners. For the experiment, two kinds of test were devised. The first test was a multiple choice test and the possible answers included the correct paraphrase of the idiom, a sentence related to the correct paraphrase, a sentence related to the literal interpretation and an unrelated sentence. The second type of test was a comprehension test and it asked the subjects to write a definition of the idiom in either English or Korean. Results were analyzed by the learner's proficiency level, the type of idiomatic expression, and error analysis.
In chapter 4, educational implications were discussed. Three suggestions were presented, including actively utilizing the learner’s native language, separating the ‘eye’ idioms according to the various meanings behind the word ‘eye’ (e.g., vision, attention), and dividing the ‘eye’ idioms based on the intent or attitude of the speaker (e.g., positive, neutral, negative).

목차 (Table of Contents)

• 1. 서론 1
• 1.1 연구의 필요성 1
• 1.2 이론적 배경 2
• 1.2.1 대조 분석 가설 3
• 1.3 선행 연구 5
• 1.3.1 한국어와 외국어의 대조 연구 5
• 1.3.2 제 2 언어 습득과 대조 연구 5
• 1.3.2.1 Irujo(1986) 5
• 1.3.2.2 하수정(2006) 6
• 1.3.2.3 신봉수(2004) 8
• 1.3.2.4 이양금(2010) 9
• 1.3.3 기존 연구의 문제제기 10
• 1.4 논의의 구성 11
• 2. 한국어와 영어의 ‘눈’ 관용표현의 대조 12
• 2.1 연구 대상 12
• 2.1.1 한국어 ‘눈’의 사전적 정의 12
• 2.1.2 영어 ‘eye’ 의 사전적 정의 13
• 2.1.3 관용표현에서 ‘눈’의 의미 15
• 2.2 한국어와 영어의 ‘눈’ 관용표현 대조 17
• 2.2.1 선행연구에서의 난이도 분류 17
• 2.2.2 분류 기준 18
• 2.2.3 한·영 대조 표현 목록 21
• 3. 영어권 한국어 학습자들의 ‘눈’ 관용표현 습득 26
• 3.1 실험 대상 26
• 3.2 실험 설계 26
• 3.2.1 연구 문제 26
• 3.2.2 가설 27
• 3.2.3 실험 도구 및 방법 28
• 3.3 실험 결과 30
• 3.3.1 사지선다형과 쓰기실험 분석 30
• 3.3.2 유형별 정답률 30
• 3.3.3 한국어 수준에 따른 유형별 정답률 32
• 3.3.4 유형별 결과 분석 34
• 3.3.4.1 Type A 34
• 3.3.4.2 Type B 36
• 3.3.4.3 Type C 36
• 3.3.4.4 Type D 38
• 3.3.5 한국어 교재 수록 여부에 따른 정답률 39
• 3.4 실험 결과 논의 41
• 4. ‘눈’ 관용표현의 교육적 활용을 위한 제안 42
• 4.1 한국어 ‘눈’ 관용표현의 제시 순서 42
• 4.1.1 한국어 교재의 ‘눈’ 관용표현 제시 현황 42
• 4.1.2 ‘눈’ 관용표현 제시 순서 제안 44
• 4.2 의미 분류를 이용한 교육 45
• 4.2.1 시각적 능력(Vision) 46
• 4.2.2 지각(Perception) 46
• 4.2.3 주의(Attention) 47
• 4.2.4 의도(Intention) 47
• 4.2.5 판단(Estimation) 48
• 4.2.6 감정(Emotion) 48
• 4.3 화자의 태도를 고려한 교육 49
• 5. 결론 및 향후 과제 52
• 참고 문헌 54
• <부록1> 57
• <부록2> 60
• 영문 초록 68