한국어 학습자를 위한 담화표지 연구 : `뭐`, `글쎄`, `있잖아`를 중심으로

다국어 초록 (Multilingual Abstract)

Abstract


A Study on Discourse Markers of Korean Language
for Korean Language Learners


TONG JIAKUN
Department of Korean Language and Literature
Graduate School of Woosuk University

This study aims to suggest an effective teaching method for the request speech act for non-native learners of Korean. The current research work concerns the necessity of teaching Korean discourse markers to Korean language learners. Special attention is placed on the functions and usages of such discourse markers as {mwo}, {geulsse} and {issjanha}. Plans for teaching and learning of these discourse markers are proposed.
Since discourse markers express speakers' psychological attitudes and the intention of utterance, they play a role in leading smooth conversations as discourse tactics, reducing discord in conversation and letting listeners who are conversation participants know speakers' intention. Considering the fact that the ultimate purpose of Korean education is to foster communication competence evenly possessing not only learners' grammatical competence but also sociolinguistic competence, discourse competence, and strategic competence, the accurate understanding and usage of discourse markers, which is an indispensable element in the aspect of using language in actuality, is very important in the area of the education of a second language.
However, there has been a limited number of work done on the discourse markers which are used frequently in a vis-a-vis Korean language communication.
Therefore, the current study reviews the functions of discourse markers displaying colloquial characteristics in a spoken discourse. Then, these functions are further related to the speech act to assist the foreigners toward the proper understanding and usage of the discourse markers. This work is divided into seven chapters of which highlights are as follows.
Firstly, the discourse functions of a marker, {mwo}, including "hesitance", "negative attitude", "mitigation of losing face", "utterance weakening" and "focusing" are examined along with examples in actual conversation.
Secondly, the discourse functions of a marker, {geulsse}, including "hesitance", "utterance emphasis", "mitigation of losing face", "utterance weakening", "interest inducement" and "avoidance of responding" are examined along with examples in actual conversation.
Thirdly, the speaker exercises his or her intension to earn the time-pause for own by laying the word {issjanha}in, behind of words, phrases and/or clauses.
The best about the functions of discourse markers discussed in previons chapters, Chapter 6 reconstructs the functions of discourse markers so as to make it easy for Korean learners to approach them, and organizes teaching materials to help make the assignments relevant to speech act. Furthermore, it suggests four-step courses "Recognition→Analysis→Validation→Application" as teaching procedures in the education of discourse makers and proposes an actual course model in accordance to the four steps.
It is expected that the information about the expression of discourse
markers in spoken discourse for Korean learners shall become the foundation for the specific and systematic education of discourse markers, which can be utilized in an actual field of Korean education, and that research on this area will be done more vigorously in future.

목차 (Table of Contents)

• <제목 차례>
• 1. 서 론 1
• 1.1 연구 목적과 필요성 2
• 1.2. 연구 방법 5
• 1.3 선행 연구 7
• 2. 이론적 배경 9
• 2.1 담화표지의 정의 및 특징 9
• 2.2 담화 구조 및 기능 14
• 2.3 담화표지의 유형 18
• 2.3.1. 담화의 표지 18
• 2.3.2. 담화표지의 유형 28
• 3. 담화표지 {뭐}에 대하여 30
• 3.1. 담화표지 {뭐}의 담화 기능 30
• 3.1.1 이해 불가한 상황에 대한 의문 태도 31
• 3.1.2. 머뭇거림 32
• 3.1.3. 발화 내용의 불확실성 33
• 3.1.4. 불쾌감 34
• 3.1.5. 반어적 해석 35
• 3.1.6. 평가절하의 태도 36
• 3.1.7. 화자나 처지나 상황에 대해 불만 37
• 3.1.8. 상대의 제안/요구에 대한 부정적 태도 37
• 3.1.9. 주어의 행위에 대한 비판적 태도 38
• 3.1.10. 무관심이나 비관여적 태도 39
• 3.1.11. 초점 기능 40
• 3.1.12. 발화내용 강조 40
• 3.2. 담화표지 {뭐}의 특징 41
• 3.3. 담화표지 {뭐}의 문법화 43
• 4. 담화표지 {글쎄}에 대하여 46
• 4.1. {글쎄}의 담화 기능 46
• 4.1.1. 망설임 기능 46
• 4.1.2. 발화 강조 기능 49
• 4.1.3. 체면 손상 완화 기능 50
• 4.1.4. 발화 약화 기능 53
• 4.1.5. 관심 유도 기능 55
• 4.1.6. 응답 회피 기능 57
• 4.2. 담화표지 {글쎄}의 특징 59
• 4.3. 담화표지 {글쎄}의 확대 기능 59
• 5. 담화표지 {있잖아}에 대하여 65
• 5.1. {있잖아}의 담화 기능 65
• 5.1.1. 담화 시작 기능 66
• 5.1.2 화제 도입 기능 67
• 5.1.3. 상황 전환 기능 67
• 5.1.4. 시간 벌기 기능 69
• 5.1.5. 강조 기능 69
• 5.2. 담화표지 {있잖아}의 특징 70
• 5.3. {있잖아}의 분포 양상 71
• 5.3.1. {있잖아}가 쓰일 수 있는 환경 72
• 5.3.2. {있잖아}가 쓰일 수 없는 환경 74
• 6. 한국어 학습자를 위한 담화표지 교수-학습 방안 76
• 6.1 중국인 유학생의 담화 표지 사용 빈도 76
• 6.2. “미녀들의 수다” 출연진의 담화표지 77
• 6.3. 교수 학습 내용 80
• 6.3.1 담화표지 {뭐} 81
• 6.3.2 담화표지 {글쎄} 84
• 6.3.3 담화표지 {있잖아} 86
• 6.3.4 교수 절차 88
• 7. 결 론 90
• 참 고 문 헌 94
• Abstract 99