This research aimed at suggesting phased education method of '-(eu)nika', '-aseo/eoseo' in Korean grammar education as the foreign language by analyzing syntactic, semantic·pragmatic characteristics of causal relations conjunctive endings, '-(eu)nika... This research aimed at suggesting phased education method of '-(eu)nika', '-aseo/eoseo' in Korean grammar education as the foreign language by analyzing syntactic, semantic·pragmatic characteristics of causal relations conjunctive endings, '-(eu)nika' and '-aseo/eoseo'. As the syntactic characteristics, first, there's no restriction in connection between pre-final ending '-eot-' with '-(eu) ika', however there's restriction in connection with '-aseo/eoseo'. Pre-final ending '-get-' has no restriction with connection with '-(eu)nika', however in many cases it is vague whether the meaning indicates the future or supposition, also, in respect of connection with '-aseo/eoseo', there's a limitation when '-get-' has the meaning of future, however partial connection is possible when it has the meaning of supposition. Second, movement of antecedent clause of the composition made of '-aseo/eoseo' is more natural, rather than the composition made of '-(eu)nika'. Third, formation of cleft sentence is available with '-aseo/eoseo', which has relatively less independence. Fourth, there's a restriction in '-aseo/eoseo' when imperative sentence or suggesting sentence comes in the following sentence. As the semantic·practical characteristics, first, generally it is natural when subjective determination of speaker comes in the antecedent clause of '-(eu)nika', and objective content that everybody acknowledges in the antecedent clause of '-aseo/eoseo'. Second, in the conversation situation where asking and answering the reason, it is more natural to answer by using '-aseo/eoseo' rather than answering with ‘-(eu)nika’. Third, the composition of ‘-(eu)nika’ has focus of information in the following sentence, while the composition of '-aseo/eoseo' in the antecedent clause. '-(eu)nika' and '-aseo/eoseo' as the goal sentence structure in Korean language textbook suggested the point of possibility of connection with pre-final ending among the syntactic characteristic and the types of following sentence in common, however there was difference in degree. In respect of error analysis, error rate of the beginner appeared highest in the sentence that connected two sentences of the vocabulary of beginner's level with '-(eu)nika' and '-aseo/eoseo', however, among them the error rate related to the pre-final ending and following sentence, the syntactic cause appeared higher in the error rate of medium·high learners. Error rate by semantic·practical cause appeared highest in the beginners, however the error rate of medium·high learners appeared similar, around 36%. This research investigated the cause of error by dividing into the error related to objectivity, subjectivity, and focus of information, and the error related to politeness. Based on the above content, this research investigated the content of phased education method suggestion of '-(eu)nika' and '-aseo/eoseo' as follows. As this research investigated in the text analysis as the goal sentence structure, the beginner's level showed difference per textbook without distinct standard, however each text showed difference, this research suggested the activity plan that could be utilized as the teacher's guide and task in grammar education that could be the standard. In respect of the restriction of pre-final ending, this research suggested only the restriction of connection between ‘-aseo/eoseo’ and ‘-eot-’. Second, suggested that there's restriction in the sentence that has the speaker's intension in the following sentence of the sentence that used '-aseo/eoseo', along with imperative sentence, suggesting sentence, and promissory sentence. Lastly, there's a case that divided the greeting words as 'Nice to meet you' separately from the beginner's textbook, this also could be educated by naturally being connected with politeness of '-aseo/eoseo', when teaching this by connecting with causal relations conjunctive endings '-aseo/eoseo'. In medium·high level, this research selected spiral curriculum and suggested to teacher's guide for the medium·high level learners, with the cause of higher result in error rate of learned content from the beginner's level. Firstly, this research made the learners search the rules by themselves in respect that there's a restriction when there are the meanings of command, advice, permission, and appointment in the following sentence of '-aseo/eoseo', then suggested to explain there's a focus in the information in the following sentence of the sentence that used '-(eu)nika'. After progressing the explanation enough, this research suggested to explain that the antecedent sentence of ‘-(eu)nika’ is followed by the cause of speaker's subjective determination, while the antecedent sentence of '-aseo/eoseo' is mainly followed by the objective cause. Lastly, this research intended to suggest that '-aseo/eoseo' express politeness, based on the point that '-aseo/eoseo' are mainly used in the greeting expression as 'Nice to meet you'.
|
