Negotiating opinion and the use of Korean interpersonal modal ending in the KFL classroom = 교실 과제의 형태에 따른 의견 협상과 `-잖-` 의 사용양상

국문 초록 (Abstract)

이 연구는 미국 내 대학의 중급 한국어 교실 담화를 수집, 분석하여 한국어 교실담화에서 발견되는 학생들 간의 의견 협상과 한국어 종결어미 ‘-잖-’ 사용 양상을 살펴보는데 목적이 있다. 대화분석(conversation analysis)의 방법론을 사용하여 서로 다른 두 가지 형태의 교실 과업인 교사 중심의 토의 (teacher-fronted discussion)와 학생 중심의 찬반 토론 (student-led debate) 에서의 학습자들의 문법 항목 ‘-잖-’의 사용을 통한 사회적 행위(social action)의 수행 및 의견 협상 순차(sequence) 전개의 차이를 비교하였다. 대화분석의 방법론을 적용하여 세밀하게 이루어진 질적 분석의 결과, 총 89개의 의견 협상 순차가 확인되었는데, 토의 과업의 경우, ‘-잖-’의 사용이 주로 자신의 주장을 뒷받침하기 위한 설명하기(account-giving)의 사회적 행위를 수행하기 위해 사용되었고, 찬반토론의 경우, ‘-잖-’이 주로 ‘반대’ 행위에 사용됨을 발견할 수 있었다. 과업 형태의 선택이 문법 항목 사용의 범위와 종류에 영향을 미친다는 점은 학습자 발화 촉진을 위한 한국어 문법 교육 및 교실 담화 설계에 시사점을 줄 수 있다.

다국어 초록 (Multilingual Abstract)

This paper presents a sequential analysis of the interactional uses of the Korean interpersonal modal ending -canh- in opinion-negotiation sequences of English-speaking learners of Korean, observed in two different task formats, i.e. teacher-fronted discussion and student-led debate. Using the methodological framework of conversation analysis, this study provides a detailed account of the use of -canh- in each task type. A total of 89 opinion-negotiation episodes were identified. Overall, the collection of this study shows two distinctive features: (i) in teacher-fronted discussion, -canh- is exclusively used to give accounts. (ii) in student-led debate, -canh- is predominantly utilized to perform disagreements. Findings show that the choice of task format constrains range and functions of -canh- enacted by the learners, highlighting the influence of minor contextual differences. Given the importance in such interactional contexts of students performing to the best of their abilities, these findings promote implications for teaching practice in KFL classrooms.

목차 (Table of Contents)

• [ABSTRACT]
• 1. Introduction
• 2. The Korean interpersonal modal ending -canh
• 3. Data and Methods
• 4. Findings
• 5. Conclusions
• [한국어초록]
• References

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