한국어교육을 위한 연발 표현 연구

• 영문명: A study on expressions of consecutive events for Korean Education: Focusing on ‘-jamaja’ and ‘-neun daero’
• 발행기관: 국제한국어교육학회
• 저자명: 노미연
• 간행물 정보: 『한국어교육』22권 4호, 63~82쪽, 전체 20쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2011.12.31

영문 초록

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.

목차

1. 서론

2. ‘-자마자, -는 대로’에 대한 기존 논의 검토

3. 말뭉치에 나타난 ‘-자마자, -는 대로’의 특징

4. 한국어교육을 위한 ‘-자마자, -는 대로’에 대한 제언

5. 결론

참고문헌

키워드

연발 표현 사용역 격식성 공손성 연결어미 담화분석 expressions of consecutive events register formality politeness connective ending discourse analysis