한국어교육에서 연결어미 ‘-(으)니’의 위상에 대한 연구

서희정(Seo, Huijeong) 한국언어문학회 2014 한국언어문학 Vol.90 No.-

The purpose of this study is to clarify that the marked characteristic of connective ending ‘-(eu)ni’ in the aspect of semantic and syntax, to show the status of ‘-(eu)ni’ as a connective ending, and then to present the teaching method of that for Korean language learners. 1,045 sentences including connective ending ‘-(eu)ni’ are extracted from KKMA Sejong Corpus. ‘-(Eu)ni’ used in 319 sentences among them simply could not be replaced by ‘-(eu)nikka’. This shows that ‘-(eu)ni’ has the distinctive meaning and syntactic feature as one of the connective endings. The meaning relation between antecedent clause and following clause of ‘-(eu)ni’ is [reason/cause-effect], [rationale-discovery], [subject-explanation], [explanation-designation], and [enumeration]. Also, ‘-(eu)ni’ could be an adverb deriving element. Most ‘-(eu)ni’ showing [reason/cause-effect] or [rationale-discovery] could be replaced by ‘-(eu)nikka’. On the contrary, ‘-(eu)ni’ showing [subject-explanation], [explanation-designation], [enumeration], and ‘-(eu)ni’ as an adverb deriving element could not be replaced by ‘-(eu)nikka’. By analyzing the meaning and syntactic feature of connective ending ‘-(eu)ni’, this study could find the value of ‘-(eu)ni’ as one of the grammatical items for Korean language learners. Moreover, the effective methods of teaching ‘-(eu)ni’ are suggested for intermediate Korean language learners as well as advanced Korean language learners.

한국어교육에서 보조사 ‘나’의 교육 방안

서희정(Seo, Huijeong) 한국언어문학회 2011 한국언어문학 Vol.76 No.-

This paper aims to set up the educational information of auxiliary particle ‘na’ in Korean language education. Auxiliary particle ‘na’ has various semantic functions and is frequently used in our everyday life. However, semantic functions and learning stage of ‘na’ in 5 different Korean language textbooks are different in each textbook. Besides, the quantity of study on ‘na’ in Korean language education is very small. That is why this paper focuses on semantic functions of ‘na’ and learning stage arrangement of them. Since the objective of Korean language education is to produce a smooth communication with native Korean speakers, semantic functions of ‘na’ and arrangement of them are fundamentally done based on plenty of examples of ‘na’ put in the Sejong balanced corpus and the frequency of use of ‘na’. This paper sets up 7 kinds of semantic functions of ‘na’ through examples of ‘na’. Finally, major forms for presenting ‘na’ and ways of explanation for teaching ‘na’, as well as semantic functions of ‘na’ are arranged into 3 learning stages of beginner, intermediate, and advanced. Semantic functions of ‘na’ and learning stage arrangement studied in this paper are expected to help teachers present ‘na’ in a more systematic way, Korean language learners understand and produce ‘na’, and furthermore assist the compilation of textbooks and grammar dictionaries.

한국어 학습자의 문장 구조 다양화를 위한 관형절 내포문 사용 양상 연구

서희정 ( Seo Huijeong ) 이중언어학회 2018 이중언어학 Vol.72 No.-

The purpose of this study presents the useful contents for teaching adnominal embedded clauses, which diversify Korean sentence structures used by Korean learners. For achieving this goal, this study gave the task converting from 13 simple sentences, 5 conjunctive sentences, and 2 quotations into 20 adnominal embedded clauses to 115 Korean undergraduates and 394 foreign undergraduates in four universities, and then analyzed the adnominal embedded clauses extracted from the task. This analysis showed that foreign undergraduates have difficulty in converting from conjunctive sentences or quotations into adnominal embedded clauses. Also, most of them can not make clear the difference between relative clause and complementary clause. Besides, disagreement between subject and predicate occurs frequently in [noun phrase-i/ga ‘adnominal embedded clause+noun’-ida] construction. Based on this error analysis, four kinds of solutions for reducing the errors in adnominal embedded clauses are suggested as follows. First of all, ‘-daneun’ needs to be explicitly presented as one of the adnominal endings. Secondly, the function of quotation in ‘-daneun’ complement should be clearly presented with ‘-dago hada’. Thirdly, complementary nouns should be presented with complementary endings such as ‘-neun/eun/eul’ or ‘-daneun’. Lastly, the practice expanding noun phrase and the practice converting from verb phrase to noun phrase need to be connected while teaching the agreement between subject and predicate in [noun phrase-i/ga noun phrase-ida] construction. (Yeungnam University)

한국어교육을 위한 인용 종결어미의 인용 정보와 의미기능

서희정(Seo, Huijeong) 국어국문학회 2013 국어국문학 Vol.- No.164

The purpose of this study is to make clear the correlation among the quotative construction, the following ending and the final ending fused with the quotative construction, and to bring out the semantic functions of the final endings distinctly. The final ending fused with the quotative construction is connected to the quotative construction and the following ending morphologically and semantically. Therefore, It is natural that the quoted information and the meaning of the following ending have a decisive effect on the semantic function of the final ending. Through an analysis of the quoted information that the speaker delivers to the listener and the meaning of the following ending, this study clarifies the semantic functions of the final endings fused with the quotative construction. The semantic functions are as follows: [confirmation] for ‘-damyeonseo?’, [ground] for ‘-danikka.’, [situation+unexpectedness] for ‘-dani.’, [unexpectedness] for ‘-dani?’ and [doubt] for ‘-dana?’.

한국어 교육을 위한 합성동사의 선정과 배열 : 동사 결합형 합성동사를 중심으로

서희정(Seo, Huijeong),홍윤기(Hong, Yunki) 한국언어문학회 2011 한국언어문학 Vol.78 No.-

This paper aims to select compound verbs and arrange them in learning stages in Korean language education. Complex words are known as useful for increasing Korean learners vocabulary because complex words are economically feasible. Nonetheless, complex words, especially compound verbs have been relatively treated too lightly in research papers related to Korean language education. That is why this paper tried to select compound verbs focused on ‘verb base+(connective ending+)verb base’ and arrange them in learning stages in Korean language education. The grade of compound verbs in Korean language education as well as the frequency in use of compound verbs by Korean native speakers presented in corpus should be considered, while compound verbs are graded beginning, intermediate and advanced level. Compound verbs presented at each level in Korean language education could not be matched with them graded on the frequency of use. Therefore, the 8 kinds of criteria for grading compound verbs have been set up based on the general syllabus of Korean language education and the frequency in use of words. Finally, 681 compound verbs are graded 25 beginning words, 381 intermediate words and 275 advanced words according to the 8 criteria.

한국어교육에서 감정형용사의 제시 방안

서희정(Seo Huijeong) 한국언어문학회 2010 한국언어문학 Vol.74 No.-

This paper aims to set up the educational informations of synonyms of emotional adjective ‘aswibda’ in Korean language education. One emotional adjective could have a lot of synonyms as emotional adjectives show abstract and subjective human emotion. That is why a dictionary definition of emotional adjective sometimes would be unuseful while Korean language learners are making sentences. Therefore, this paper is focusing on the usage of synonyms of emotional adjectives so that Korean language learners properly use synonyms according to situations. Synonyms of ‘aswibda’ are taken as an example in order to build the educational informations of synonyms. First of all, ‘antakkabda’, ‘akkabda’, ‘seobseobhada’, ‘seounhada’ are screened as synonyms of ‘aswibda’ in intermediate level through 3 kinds of thesauruses and 5 kinds of Korean language textbooks. Then, situations that synonyms of ‘aswibda’ could be used are fixed by analysing synonyms' meanings of ‘aswibda’ in 4 kinds of dictionaries as well as by analysing situations that synonyms of ‘aswibda’ are presented in Korean language textbooks. Finally, situations, subject matters and syntagmatic relations of ‘aswibda’, ‘antakkabda’, ‘akkabda’, ‘seobseobhada’, ‘seounhada’ are set up based on the Sejong balanced corpus. This paper not only helps Korean language learners reduce mistakes by themselves, but also provides the educational informations of synonyms while thesauruses or vocabulary books are published.

이중언어 구사자에 대한 한국 사회의 다문화 인식이 이중언어 유지와 계승에 미치는 영향 연구

이미향 ( Lee Mihyang ),서희정 ( Seo Huijeong ),남정섭 ( Nam Jeongsub ) 이중언어학회 2020 이중언어학 Vol.78 No.-

The purpose of this study is to investigate how bilingualism of immigrants in Korea influence their adaptation to Korean society. In addition, this study is going to check whether bilingual speakers are willing to maintain their language proficiency or pass them to their children, and it will also pay attention to what the causes would be if one gives up speaking or transferring bilingual usage in Korean society. The study could find out the following: First, the perception of bilingual and culture is different by countries of origin; Second, target learners’ perceptions of bilingual and culture depend on period they lived in Korea. In conclusion, this study affirms that the perspectives of Korean society about diverse cultures and mutilingualism have a negative impact on linguistic proficiency of multicultural individuals residing in Korea. Multilingual speakers’ taking a passive attitude on their multilingual ability means a grave disadvantage at not only an individual level but also societal and even national levels. Therefore, this study suggests that we should create a social atmosphere to acknowledge multilingual abilities of minority members. (Yeungnam University)