한국어교육에서의 담화표지 위계화 방안

• 영문명: A Study on Presenting Sequence of Discourse Marker in Korean as a Foreign Language Education.
• 발행기관: 국제한국어교육학회
• 저자명: 안주호
• 간행물 정보: 『한국어교육』20권 3호, 135~159쪽, 전체 25쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2009.12.31

영문 초록

In this study, discourse markers which have traditionally been called as ‘unnecessary words,’ ‘habitual saying,’ ‘hesitating words,’ ‘additional words,’ ‘discourse unchanging conjugation,’ and ‘interjection’ are discussed in the perspective of Korean as a foreign language (KFL) education. Since these discourse markers have been treated as unnecessary elements, being syntactically unnecessary and not affecting the transmission of meaning, using them was taken as a mistake and thus should be avoided in learning and teaching the language. However, in view that the discourse markers are universally used in spoken language and have certain conversational function, they should be considered as an essential teaching-learning element, not a negative thing that should be avoided in KFL education. Discourse markers work to connect between the speaker, listener, and the topic in the scene of speaking and thus can contribute to improving the communication skills of KFL students. Particularly, they can be used strategically for expression and understanding in expression education of KFL. This study originally had the ultimate goal to select the discourse markers that KFL students should learn, and then to provide teaching methods needed for teachers by classifying them specifically and systematically. This study, however, first investigates the discourse markers that are present in several KFL teaching materials. Based on this investigation, basic discourse markers need to be selected. At the same time, this study is limited to analyzing teaching materials only, while the discourse markers that are preferred by KFL students in their direct speaking should also be analyzed. These shortcomings need to be discussed in future studies together with specific teaching methods and pragmatic function aimed at each level. (SoonChunHyang University)

목차

1. 문제제기

2. 담화표지의 기능과 특징

3. 한교재에서 나타난 담화표지

4. 한국어교육에서의 담화표지 선정

5. 맺음말

참고문헌

키워드

담화표지 의사소통능력 이해와 표현 전략 한국어 표현 교육 discourse marker communication skill strategy for expressing and understanding Korean expression education