한국어교육을 위한 연발 표현 연구 -‘-자마자, -는 대로’를 중심으로- = A study on expressions of consecutive events for Korean Education: Focusing on ‘-jamaja’ and ‘-neun daero’.

다국어 초록 (Multilingual Abstract)

The purpose of the present study is to present the actual use of expressions of consecutive events, ‘-jamaja’and ‘-neun daero’, by investigating spoken and written corpora depending on registers. Through this examination, the actual distribution and patterns of those expressions are suggested. This study aims to consider how ‘-jamaja’ and ‘-neun daero’ are used in spoken and written discourse by examining the placement and patterns of the expressions on the basis of varied context, register, and relationship between speakers and listeners. Based on the key findings of the study, three pedagogical implications are suggested as follows: Firstly, ‘-jamaja’ and ‘-neun daero’ are included in the same category in current Korean education. The result implies that these items need to be presented in different categories in the instruction. Secondly, the pattern of ‘-neun daero’ were used differently depending on spoken and written formats. Accordingly, it seems to be reasonable to take this point into consideration in the instruction. In written discourse, -neun daero’ frequently occurred with expressions of ‘plan’ and ‘schedule’ in the second clause. Thus, it seems desirable to present the item along with such expressions. In spoken discourse, the relationship between speakers and listeners were official and the discourse settings were formal. Therefore, it seems to be effective to provide dialogs used in those settings such as in business or work-related field, or between relationships which require politeness. Thirdly, both spoken and written context, the first and the second clauses of ‘-jamaja’ and ‘-neun daero’ were frequently used separately. This point should also be considered in the instruction.

참고문헌 (Reference)

1 홍윤기, "連結語尾의 相的 意味 表示 機能 －‘-느라고, -(으)면서, -자마자, -다 보니, -고 보니’를 중심으로－" 한국어문교육연구회 33 (33): 109-129, 2005

2 안효경, "현대국어의 의존명사 연구" 역락출판사 2001

3 강현화, "한국어교육에서의 담화․화행 연구의 현황과 미래" 국제한국어교육학회 44-90, 2008

4 이주행, "한국어 의존 명사 연구" 한국문화사 2009

5 이미혜, "한국어 문법 교육에서 ‘표현항목’ 설정에 대한 연구" 국제한국어교육학회 13 (13): 10-226, 2002

6 서울대학교 언어교육원, "한국어 3" 문진미디어 2000

7 이희자, "학습자용 어미․조사 사전" 한국문화사 2006

8 국립국어원, "표준국어대사전" 2009

9 남기심, "표준 국어 문법론(개정판)" 탑출판사 1993

10 강현화, "코퍼스에 기반한 ‘-잖다’의 화행적 특성 고찰" 한국어의미학회 28 : 1-28, 2009

11 최현배, "우리말본" 정음사 1971

12 국립국어원, "외국인을 위한 한국어문법2" 커뮤니케이션북스 2005

13 백봉자, "외국어로서의 한국어문법 사전" 연세대학교 출판부 1999

14 연세대학교 한국어학당, "연세한국어 3" 연세대학교 출판부 2009

15 연세한국어 2, "연세대학교 한국어학당" 연세대학교 출판부 2007

16 성균관어학원, "배우기 쉬운 한국어 3" 성균관대학교출판부 2004

17 이은경, "국어의 연결 어미 연구" 서울대학교 1995

18 서태룡, "국어 담화의 화자와 청자를 위한 어미" 한국어문학연구학회 30 : 21-42, 1995

19 윤정기, "‘-자’와 ‘-자마자’의 상관성 고찰" 한국언어문학회 74 (74): 91-118, 2010

20 Granger,S, "The computer learner corpus: a versatile new source of data for SLA research" Learner English on Computer edited by Granger Sylviane, Longman 3-18, 1998

21 McCarthy, M, "Ten Criteria for a Spoken Grammar, In New Perspectives on Grammar Teaching in Second Language Classrooms, Lawrence Erlbaum Associates" Lawrence Erlbaum Associates 51-75, 2002

22 Celce-Murica, M, "Discourse and Context in Language Teaching" Cambridge University Press 2000

23 Sinclair, J., "Computer in English Language Teaching and Research" Longman 185-203, 1986