한국어 교육을 위한 구문표현 연구 = (A) Study on Korean Structural Expressions for Korean Language Education

다국어 초록 (Multilingual Abstract)

The purposes of this study are twofold: First, this study suggests structural expression's the theoretical basis for setting up in Korean grammar system as a foreign language. Second, this study presents structural expression's category and its hierarchy in the view of morphology and syntax.
{-(eu)n/neun gire((으)ㄴ/는 길에)}, {-gi wihaeseo(기 위해서)}, {-(eu)} ppunida((으)ㄹ 뿐이다)} etc. to occupy many importance is composed of Korean grammar syllabus, and clear criteria setting up did not exist about a grammar unit which participates actively in a structural production.
These ordered as were called as 'a connective phrase', 'a chunk', 'a multi-unit construction', 'an usage structural' the confusion of the concept is together. I search for in such background with a concept and function of the structural expression as Korean pedagogical grammar and I suggest structural expression's categories and hierarchy for Korean education as a foreign language.
In Chapter Ⅰ, I arranged basic concept of the structural expression. The structural expression a grammar element(a postposition, a ending) and vocabulary element(nouns, predicates) organize the complex constitution of on unit, but also a structural production defined by the grammar unit to contain of discourse to a talk situation. Also the break is to these structural expressions a form - a syntax - a discourse category clearly difficult grammar category.
Since it is so, these structural expressions existing grammar category to be-come distinction are new category.
In Chapter Ⅱ, I set up the area of Korean education in a method of teaching viewpoint. A language skill organizes of speaking, listening, reading, writing. A language base organizes of pronunciation, vocabulary, grammar. Also the development of communicative ability for target language of skill and base must contain in the thing to study not to localize to cultural content of the Korean native speaker. I tried to watch the problem of a grammar system and term which organizes Korean grammar. A pedagogical grammar concept of Korean education is to intend a integration system. Based on a pedagogical grammar which is an education rule grammar must set a grammar category of an communicative center to make foreigners efficiently understand Korean grammar.
In Chapter Ⅲ, I set a concept of structural expression and I presented the index of the structural expression through Korean textbook analysis of a 6 classes 32 volume. According to this, I selected the item to appear over the 2 time in Korean textbook, so the 98 items structural expression was categories.
These is suitable to a structural expression criteria and I can arrange formal and syntactical character of the structural expression as follows.
A. a Form feature:
It is the complex constitution which is composed of the 2 verses.
It is the joining of a vocabulary element with a grammar element.
B: a Syntax feature:
It participate in a sentence production to the productivity with the clause.
A latter element maintains strict relation which requests a former element necessarily.
In Chapter Ⅳ, I presented a category principle of Korean structural expressions. The first, I have categorized a formal structural expression and a syntactic structural expression. The second, a formal structural expression classifies consequently as a connective type structural and an end type structural at the facility of the structural. A syntactic structural expression classifies to an auxiliary predicates structural, a passivity structural, a causative structural, a negation structural, a quotation structural. The third, a formal structural expression tried the analysis a grammar element and vocabulary element which organizes a former element and latter element.
In Chapter Ⅴ, I presented the hierarchy of a primary level, intermediate level, high level to the base of the category of Korean structural expression.
The concept of the efficiency and the difficulty is as follows with to present to a hierarchy criteria of the structural expression.
a difficulty feature:
sequence-selection criteria which considers the facility; format of a grammar, meaning, function.
an efficiency feature:
sequence-selection criteria which considers the facility; frequency of 0 grammar, discourse situation of Korean.
Through the discussion of the ideal, I could get a list of a categorization and a hierarchization of Korean structural expression.
Also examples {-(eu)ryeogo hada((으)려고 하다)} as structural expression, I presented a class model of a study guidance plan. The target of Korean education stays at fluent communicative of Korean speaker.
A communicative course must be equiped together accuracy and fluency, I tried to find the role of a pedagogical grammar for accuracy understanding which treated carelessly the while in a communicative course which emphasizes the longer intestine of fluency. It is not but Korean education for the grammar, that is the time when we need Korean pedagogical grammar on the assumption of discourse situation of Korean. I looked into in a pedagogical grammar which considers a discourse situation the structural expression has the necessity.
And this study of research to remain is as follows. The first, in actual class-room environment, I will be clarify specific teaching-learning method of teaching of the structural expression. The second, the based on a categorization and a hierarchization of Korean structural expression, I will be clarify a discourse characteristic with the meaning of an individual structural expression. The third, it decide a basis form of the structural expression and select various expansion form about the structural expression, I will be present a teaching-learning method about an individual case item. These are the subject to solve hereafter because they are the part not to solve yet.

목차 (Table of Contents)

• 목차 = ⅰ
• 1. 서론 = 1
• 1.1. 연구 목적 = 1
• 1.2. 연구 대상과 범위 = 3
• 1.3. 연구 방법과 논의의 구성 = 7
• 2. 한국어 구문표현을 위한 이론적 배경 = 11
• 2.1. 한국어 교육의 영역 = 11
• 2.1.1. 언어 기능 = 16
• 2.1.2. 언어 기반 = 19
• 2.1.3. 문화 = 23
• 2.2. 한국어 문법의 기초 = 25
• 2.2.1. 한국어 문법의 배경 = 25
• 2.2.2. 한국어 문법 교육의 전략 = 28
• 2.2.3. 학교 문법과 한국어 문법 = 31
• 3. 한국어 구문표현의 범주 설정 = 37
• 3.1. 구문표현의 개념 = 37
• 3.1.1. 구문표현의 기존 범주 검토 = 38
• 3.1.2. 문법 항목과 구문표현의 구별 = 43
• 3.1.3. 구문표현의 설정 = 46
• 3.2. 한국어 교재에서의 구문표현 = 49
• 3.2.1. 경희대〈한국어 초급 Ⅰ·Ⅱ /중급 Ⅰ·Ⅱ /고급 Ⅰ·Ⅱ〉 = 50
• 3.2.2. 서강대〈서강 한국어 1~3〉 = 53
• 3.2.3. 서울대〈한국어 1~6〉 = 55
• 3.2.4. 연세대〈한국어 1~6〉 = 59
• 3.2.5. 이화여대〈말이 트이는 한국어 Ⅰ~Ⅳ〉 = 64
• 3.2.6. 하와이대〈Integrated Korean Beginning 1·2/Intermediate 1·2〉 = 66
• 3.2.7. 한국어 교재의 개발 방향 = 69
• 4. 한국어 구문표현의 유형화 = 74
• 4.1. 구문표현의 유형화 원리 = 74
• 4.1.1. 앞선 연구의 검토 = 74
• 4.1.2. 구문표현의 유형화 = 77
• 4.2. 형태적 구문표현 = 82
• 4.2.1. 체언을 포함한 연결형 구문표현 = 82
• 4.2.2. 용언을 포함한 연결형 구문표현 = 84
• 4.2.3. 용언을 포함한 종결형 구문표현 = 86
• 4.3. 통사적 구문표현 = 88
• 4.3.1. 보조용언 구문표현 = 89
• 4.3.2. 사동 구문표현 = 92
• 4.3.3. 피동 구문표현 = 93
• 4.3.4. 부정 구문표현 = 95
• 4.3.5. 인용 구문표현 = 96
• 5. 한국어 구문표현의 단계화 = 99
• 5.1. 구문표현의 단계화 원리 = 99
• 5.2. 초급 단계 구문표현 = 109
• 5.2.1. 연결형 구문표현 = 110
• 5.2.2. 종결형 구문표현 = 110
• 5.2.3. 보조용언 구문표현 = 111
• 5.2.4. 부정 구문표현 = 112
• 5.3. 중급 단계 구문표현 = 113
• 5.3.1. 연결형 구문표현 = 113
• 5.3.2. 종결형 구문표현 = 114
• 5.3.3. 보조용언 구문표현 = 115
• 5.3.4. 사동 구문표현 = 116
• 5.3.5. 피동 구문표현 = 117
• 5.3.6. 인용 구문표현 = 117
• 5.4. 고급 단계 구문표현 = 119
• 5.4.1. 연결형 구문표현 = 119
• 5.4.2. 종결형 구문표현 = 119
• 5.4.3. 보조용언 구문표현 = 120
• 5.4.4. 인용 구문표현 = 121
• 5.5. 구문표현의 교수·학습 모형 = 121
• 5.5.1. 문법 교수·학습 수업 구성 = 122
• 5.5.2. 구문표현의 교수·학습 지도안: {-(으)려고 하다} = 125
• 6. 결론 = 135
• 참고문헌 = 141
• Abstract = 151