The purpose of this study is to explore the usage patterns of the Korean language cohesive device according to verbal and written registers, targeting the verbal and written texts produced by the Chinese-speaking Korean language learners. In the Korea... The purpose of this study is to explore the usage patterns of the Korean language cohesive device according to verbal and written registers, targeting the verbal and written texts produced by the Chinese-speaking Korean language learners. In the Korean language education, the studies on cohesive device have been mainly focused on written texts. As the attention toward verbal languages gradually increases, the studies to demonstrate the characteristics of verbal cohesive device distinguished from written language and to explain their differences have been attempted. However, the studies of specific comparison and analysis based on the actual materials from the Korean language learners are not insufficient. Therefore, this study aims to examine the differences of cohesive device between verbal and written registers and the differences from the usage patterns of cohesive device of the native Korean language speakers in terms of the verbal and written texts produced by the Chinese-speaking Korean language learners. The structure of this study is as follows. In Chapter Ⅰ, the necessity of this study is addressed, and the relevant existing studies are investigated in the following order: the studies on the relationship between cohesion and coherence, the studies on a variety of variables affecting the usage patterns of cohesive devise, and the studies on the usage patterns of cohesive device according to verbal and written registers. In the final part of Chapter Ⅰ, three research questions of the study are introduced. In Chapter Ⅱ, the theoretical background of this study, the part of text and textuality and the part of cohesive device of texts, is introduced as well. In the former part, the concept of text and the features of textuality are defined. In the latter part, various academic perspectives on the concepts and categories of cohesive device of text are examined, and the view that becomes the foundation of this study is presented. Based on the view above, the Korean language cohesive device is classified and systematized, which leads to the framework of this study to analyze the cohesive device in verbal and written texts. In Chapter Ⅲ, the research methodology of this study is described in details. The contents and procedures of the primary and second preliminary experiments are specified, and the problems and solving plans from the preliminary experiments are suggested. Then, the experimental participants, data collection methods, data analysis methods of the main experiment organized from the revisions and supplements of the preliminary experiments are also suggested in details. Chapter Ⅳ includes the analysis findings based on the collected data from Chapter Ⅲ. In Section 1, the usage patterns of substitution in verbal and written texts are analyzed. As a result, it is found that the substitution is more frequently utilized in verbal texts than written texts. However, the learners cannot clearly recognize the differences of substitution usage according to verbal and written registers. In particular, given that predicative substitutes are actively used as combining a variety of grammar items in verbal texts and modifier substitutes that function as recollection are used with diverse vocabulary, it is revealed that the learners lack the associated capabilities. Also, while the Korean native speakers prefer substitute “this” in written texts than verbal texts, the Chinese-speaking learners prefer the substitute in verbal texts than written texts, which shows that they are not aware of the distinction standard between substitute “this” and “that” and their preferred registers. In Section 2, the analysis results of usage patterns of conjunction in verbal and written texts. Considering the usage patterns of Korean native speakers, conjunction has more frequency in verbal texts like substitution. However, the distinction among the preferred items more clearly appear in verbal and written registered compared to substitution, and it is found that the learners cannot perceive the difference. In particular, they usually identically utilize the usage patterns of verbal texts in written texts due to the comprehension shortage of conjunction expression in written registers. Thus, this study suggests that educating the preferred conjunction according to verbal and written registers is required. In Section 3, the usage patterns of lexical cohesion in verbal and written texts are analyzed. As a result, it is revealed that the rate of the same word repetition in verbal texts was higher. In contrast, the rate is lower in written texts than verbal texts, with more frequent usage rate of synonym, superordinate, antonym. These results imply that the usage of synonym, superordinate, antonym is more necessary lexical cohesion in written register than verbal register. Therefore, educating the Chinese-speaking learners to appropriately and correctly utilize lexical cohesion such as synonym, superordinate, antonym in written texts is required. Particularly, lexical education for synonym usage should be reinforced. In Chapter V, the analysis findings from verbal and written texts are organized and summarized to suggest the implications, limitations, and follow-up suggestions of this study. This study has implications of analyzing and verifying the differences of cohesive device according to verbal and written registers targeting actual verbal and written texts, unlike the existing cohesive device studies centered on written texts. It is expected that the results can be a basis for providing the knowledge for cohesive device usage suitable for verbal and written language in the social atmosphere in which the demands for distinguished teaching and learning method according to verbal and written registers are recently heightened.
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