한국어 학습자를 위한 연결어미 ‘-아서’와 ‘-니까’의 교육 방안 연구 = A Study on the Educational Plan for Teaching Korean Language Learners Connective Endings, ‘-Aseo (아서)’ and ‘-Neekka (니까)’

다국어 초록 (Multilingual Abstract)

This research has been initiated to find out whether Korean language learners understand correctly when using the typical connective endings that express the relation of cause and effect, ‘-aseo (아서)’ and ‘-neekka (니까)’. The properties of ‘-aseo (아서)’ and ‘-neekka (니까)’ in terms of syntax, meaning, and pragmatism have been put in order and recorded, which had been studied from the viewpoint of Korean linguistics before. And the problems regarding ‘-aseo’ and ‘-neekka’ have been analyzed that appeared in Korean textbooks. When Uzbekistan learners of Korean language were surveyed on the knowledge of connective endings, ‘-aseo (아서)’ and ‘-neekka (니까)’, they were found to be unfamiliar with the parts that were not properly dealt with in Korean textbooks. Especially they did not understand that suggestions or promises cannot come in the place of the following clause when ‘-aseo (아서)’ signifies the cause while the propositive sentence, imperative sentence, suggestions, and promises can come in the place of the following clause when ‘-aseo (아서)’ signifies the opportunity; they also did not understand that the prefinal ending with significance of tense ‘-aat (았)-’ cannot come in the preceeding clause of ‘-aseo (아서)’, and that the prefinal ending with significance of tense ‘-aat (았)-’ and ‘-get (겠)-’ cannot come in the place of the preceding clause when ‘-neekka (니까)’ signifies discovery.
In this piece of writing, a class model for teaching the connective endings, ‘-aseo (아서)’ and ‘-neekka (니까)’ has been presented in order to supplement some Korean language learners' incomplete understanding about the connective endings, ‘-aseo (아서)’ and ‘-neekka (니까)’.

목차 (Table of Contents)

• 1. 서 론 1
• 1.1 연구 목적 1
• 1.2 연구 대상 및 연구 방법 2
• 1.3 선행 연구 2
• 2. -아서와 -니까의 특성 7
• 2.1 -아서와 -니까의 통사적 특성 7
• 2.2 -아서와 -니까의 의미적 특성 12
• 2.3 -아서와 -니까의 화용적 특징 16
• 3. 한국어 교재의 -아서와 -니까 분석 26
• 3.1 한국어 교재의 -아서와 -니까의 기술내용 26
• 3.2 한국어 교재의 -아서와 -니까의 기술에 대한 문제점 33
• 4. 설문 조사 연구 37
• 4.1 설문 조사 대상 및 조사 방법 37
• 4.2 설문 조사 결과 분석 38
• 5. -아서와 -니까의 교육 모형 49
• 5.1 한국어 수업의 기본 교육 모형 49
• 5.2 초급에서 -아서와 -니까의 교육 모형 제시 50
• 5.2.1 계기의 -아서 교육 모형 50
• 5.2.2 발견의 -니까 교육 모형 56
• 5.2.3 계기의 -아서 학습지도안 62
• 5.2.4 발견의 -니까 학습지도안 67
• 6. 결 론 71
• 참 고 문 헌 74
• 부록 - 설문지 80
• ABSTRACT 84