한국어 학습자를 위한 시간부사 유의어 교육 방안

다국어 초록 (Multilingual Abstract)

The purpose of this study is to help the Korean language learners who spend lengthy periods of time learning the synonym of time adverb. This paper establishes the standard to distinguish differences of meaning based on examples of Corpus and investigates the connectedness between Tense and Aspect. It also suggests an educational plan and ways in which it could be applied in the Korean classroom.
Time adverb that is mostly learned in the beginning is not easily understood because of the non-concrete meanings that make Korean learners confused as the Korean adverb has lots of synonym. Furthermore, Korean textbooks that play an important role intensify the confusion as there are many words that are similar when it comes to the meanings of time adverb. These are the reasons why the synonym of time adverb is chosen to be the focus of this study.
In the body, extracted time adverb was selected from the textbook for the synonym of time adverb after a comparison with The national institute of the Korean language's 「Korean international currency standard model education second stage of development」. Test and survey targeting learners are carried out. Through this process, ‘지금-이제-현재’ and ‘계속-내내-줄곧’ were finally chosen. Semantic differential, Syntax and Pragmatic information of these final two synonym of time adverb were figured out. And Semantic differential was suggested in the ways of expressing time at the arrow, and Syntax rule, Exercise and Task were proposed that can be checked from pictures and questions.
It was found that learners have a hard time with the Semantic differential, Relationship of response and Syntactic constraints in terms of securing to the synonym of time adverb. Therefore, its Semantic differential, Syntax rule and Pragmatic information were arranged by analyzing the Corpus of the King Sejong.
‘지금’ is learned very early in the beginning level while ‘이제’ which is comparable with ‘지금’ is better to be learned in the late phase 1 or phase 2 in the elementary level. It is measured that ‘현재’ is better to be suggested when learners understand ‘지금’ and ‘이제’. ‘현재’ is only interpreted a noun of time in analyzing 4 books.
It is better that ‘계속’ is learned in the beginning level and ‘내내’ in the intermediate. It seems that ‘줄곧’ which is comparable with ‘계속’ and ‘내내’ is just enough recognized the meaning and syntactic constraints.
In order to propose efficient teaching method of synonym of time adverb, this study examined time adverb which Korean language learners have difficulty understanding and analyzed the data by conducting test and survey with selected synonym of time adverb. Finally, it suggested a teaching plan.
It is inconvenient that this study figured out only one part of time adverb such as ‘계속-내내-줄곧’ which has meaning of continuation that enables to combine all Aspect and ‘지금-이제-현재’ which is Tense time adverb with meaning of Present but is possible to combine all Tense and Aspect. In addition, it just investigated much to respond to which Aspect expression.
It is hoped that the suggested teaching method would be a guide in the present day Korean education. However, a research regarding diversity of expression to express time is remaining as an assignment to be explored further.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 목적 및 필요성 1
• 2. 선행 연구 5
• 3. 연구 대상 및 방법 10
• Ⅱ. 이론적 배경 12
• 1. 시간부사 12
• 가. 시간부사의 개념 12
• 나. 시간부사의 분류 14
• 2. 시제와 상 15
• 가. 시제와 상의 개념 15
• 나. 시제와 상의 분류 17
• 3. 유의어 19
• 가. 유의어의 개념 19
• 나. 유의어 변별 방법 21
• Ⅲ. 한국어 교재의 시간부사 25
• 1. 한국어 교재의 시간부사 어휘 25
• 2. 「국제 통용 한국어 교육 표준 모형 개발 2단계」 29
• Ⅳ. 시간부사의 사용 양상 34
• 1. 학습자 테스트 및 설문 분석 34
• 가. 분석 대상 34
• 나. 분석 방법 35
• 다. 분석 결과 36
• 2. 말뭉치 자료 분석 41
• 가. 분석 대상 41
• 나. 분석 방법 42
• 다. 분석 결과 43
• 3. 유의 시간부사의 변별 정보 50
• Ⅴ. 시간부사 유의어 교육 방안 58
• 1. ‘지금’ - ‘이제’ - ‘현재’ 교육 방안 59
• 가. ‘지금-이제-현재’의 의미 및 통사적 기능 제시 59
• 나. ‘지금-이제-현재’의 연습 교육 방안 63
• 다. ‘지금-이제 현재’의 활용 교육 방안 67
• 2. ‘계속’ - ‘내내’ - ‘줄곧’ 교육 방안 69
• 가. ‘계속-내내-줄곧’의 의미 및 통사적 기능 제시 69
• 나. ‘계속-내내-줄곧’의 연습 교육 방안 74
• 다. ‘계속-내내-줄곧’의 활용 교육 방안 76
• Ⅵ. 결론 78
• ＊참고문헌 81
• ＊부록 86