한국어 학습자의 서사 담화 연구 : 담화 구조와 시제 사용을 중심으로 = A Study on the Narrative Discourse of Korean Learners: Discourse Structure and Tense Usage

다국어 초록 (Multilingual Abstract)

A Study on the Narrative Discourse of Korean Learners: Discourse Structure and Tense Usage

The objective of the research is to study the structure of a narrative discourse and tense usage and to present a teaching method to be closer to the narrative discourse of the Korean language through comparison with a narrator who is a native Korean speaker. Since a narrative has a characteristic of a discourse that reveals incidents by the order of sequence, the study focuses on the tense which is a grammar category that indicates the time factor. Since a narrator can choose a tense on his or her will, this study analyzes the structures of discourses at a condition that includes texts and the context. Therefore, this study displays discourse grammar viewpoint which analyzes grammatical aspects according to the contexts of discourses.

The targets of this study are Korean learners who are at the intermediate or above level and native Korean speakers, and the narrative discourses used in this study are divided into personal narratives and impersonal narratives by their types. Also, T-unit is determined as the unit of the analysis with a purpose to analyze them at the horizon of discourses so that the problem caused by an analysis unit within a sentence which is common in the old studies, does not exist in this study.

In Chapter 2, the analysis standards are established by discourse structures. The analysis standard of information structure is divided into external scope and internal scope of a story and also into foreground information and background information based on temporal continuity and sequentiality. Then it is divided into more details; major information, introductory information, detailed information, and evaluation information.
As the analysis standard for the structure of a story, a comment category is to solve the problems that exist in the story grammar as suggested in narratology, and detailed categories of story structures are presented along with it.

I looked into how intermediate or above Korean learners construct narrative discourse structures based on these information structures and the analysis standards for story structures, and I categorized the learners’ proficiency into intermediate and advanced to show the discourse patterns of the Korean learners’ interlanguage. As a result of the study, it is proven that the narrative discourse structures, the information structures and the story structures, change according to the types of the discourses. However, in the case of a story structure, detailed categories other than the setting, event, outcome, and the comment can be chosen or ruled out by the narrator’s intention, therefore these technical dimensions by detailed categories cannot be considered as an universal narrative structure.

In Chapter 3, I looked into usages of tenses in the narrative discourse structures. As a result, I found out that Korean learners and native Korean speakers use different tenses in the narrative discourse structures by the types of the discourses. They used past tenses for the foreground information most of the times, but used past tenses and nonpast tenses for the background information depending on the types of information structures. Their use of past tenses decreased for the background information. Unlike the foreground information in which the past tenses are likely to show due to the temporal continuity of incidents, the background information does not mandatorily require the past tense since the background information includes non-sequential incidents or the narrator's opinions.

However, the native Korean speaker’s use of nonpast tenses in the two information structures, the foreground information and the background information, tends to be higher than the Korean learners’ use of nonpast tenses. This shows that the native Korean speakers change the tense more often than the Korean learners. Use of past tenses in the foreground information of the personal narratives especially shows noticeable difference between the two groups, and this is proved again in the story structures. The native Korean speakers used nonpast tenses to describe all categories of the story structures in the personal narratives and used nonpast tenses in narrating most of the story structures such as settings, events, internal responses, attempts, outcomes, and the ending in impersonal narratives. This is in complete contrast to the Korean learners who used past tenses in all story structures except in the comment category. This clearly shows the interlanguage discourse pattern of the Korean learners. In other words, the Korean learners show the interlanguage discourse that cannot express the narrator’s intention nor the status of the information through change of tenses.

In Chapter 4, a teaching method that can help Korean learner’s interlanguage discourse be closer to a native Korean speaker’s is presented. The results of the analysis from Chapter 2 and 3 show how the structures of discourses narrated differ for each type of discourse and how the narrator’s intention is freely expressed depending on the types and structures of the discourses. For this phenomenon, I, the researcher, suggest a teaching method called “focalization,” and explain it with informational focalization and narrative focalization. I applied it in an actual class to prove its effectiveness in both teaching and learning methods and saw that the Korean learners were able to express their narrative intentions using the tense-switching method depending on the types and structures of the discourses. In other words, the Korean learners were able to get closer to that of native Korean speakers’ narrative discourses through teaching/learning using “focalization.” In other words, “focalization” can be a way to focus on the intention of a narrative and also can be a meaningful teaching tool for the narrative discourse structures and the use of tenses shown in this study.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구 목적 및 필요성 1
• 1.2. 연구 대상 및 방법 9
• 1.3. 연구사 검토 15
• 1.3.1. 담화 및 텍스트 관련 연구 15
• 1.3.2. 시제 관련 연구 19
• 2. 한국어 학습자의 담화 유형에 따른 서사 담화 구조 28
• 2.1. 서사 담화와 서사 담화 구조의 분석 기준 28
• 2.1.1. 정보 구조와 분석 기준 33
• 2.1.2. 이야기 구조와 분석 기준 46
• 2.2. 서사 담화 유형별 정보 구조 56
• 2.2.1. 비개인적 서사와 개인적 서사의 정보 구조 56
• 2.2.2. 한국어 학습자와 한국어 모어 화자의 정보 구조 60
• 2.2.3. 한국어 학습자의 숙달도에 따른 정보 구조 64
• 2.3. 서사 담화 유형별 이야기 구조 68
• 2.3.1. 비개인적 서사와 개인적 서사의 이야기 구조 68
• 2.3.2. 한국어 학습자와 한국어 모어 화자의 이야기 구조 72
• 2.3.3. 한국어 학습자의 숙달도에 따른 이야기 구조 78
• 3. 한국어 학습자의 서사 담화 구조에 나타난 시제 사용 양상 86
• 3.1. 서사 담화 유형별 정보 구조에 따른 시제 사용 88
• 3.1.1. 비개인적 서사의 정보 구조에 따른 시제 사용 88
• 3.1.2. 개인적 서사의 정보 구조에 따른 시제 사용 94
• 3.2. 서사 담화 유형별 이야기 구조에 따른 시제 사용 102
• 3.2.1. 비개인적 서사의 이야기 구조에 따른 시제 사용 102
• 3.2.2. 개인적 서사의 이야기 구조에 따른 시제 사용 104
• 3.3. 한국어 학습자의 숙달도에 따른 시제 사용 109
• 3.3.1. 정보 구조에 나타난 시제 사용 109
• 3.3.2. 이야기 구조에 나타난 시제 사용 113
• 4. 서사 담화 구조와 시제 전환 현상의 교육적 접근 116
• 4.1. 서사 담화 구조와 시제 전환 현상 116
• 4.2. 정보의 초점화와 서술 관점의 초점화 121
• 4.3. 교육적 적용 124
• 5. 결론 133
• 참고 문헌 138
• 영문 초록 147