The Korean particles ‘un/nun’ and ‘i/ka’ with speech, syntactic, and semantic functions are used in certain contexts. They are formally and syntactically positioned which affects and also their patterns to understand and use ‘un/nun’ and ...
The Korean particles ‘un/nun’ and ‘i/ka’ with speech, syntactic, and semantic functions are used in certain contexts. They are formally and syntactically positioned which affects and also their patterns to understand and use ‘un/nun’ and ‘i/ka’, understanding the discourse context must precede and sentence components, structure, and meaning systematically reinforced.
Therefore, this study explains the discourse, syntactic, and semantic functions of ‘un/nun’ and ‘i/ka’ in discourse context and discuses distribution and semantic patterns of ‘un/nun’ and ‘i/ka’ to build a relevant educational foundation. The study also proposes a step-by-step curriculum to teach the various functions realized by ‘un/nun’ and ‘i/ka’.
Chapter 2 discusses the concept and function of context as a mechanism to realize ‘un/nun’ and ‘i/ka’. Context is divided into linguistic and situational contexts, determining a sentence’s information structure and meaning. ‘Topic’ and ‘focus’ structure is a Korean sentence’s information. A speaker and listener share a topic through linguistic and situational context. ‘Focus’ is new information impacting the entire proposition and is relational rather than instructional newness.
‘un/nun’ and ‘i/ka’ are grammatical forms determined in speech context. ‘un/nun’ is a topic marker showing the preceding word is a topic and structuring cohesive discourse. Also, it represents contrast and ‘un/nun’, depending on the semantic relation between the preceding word and sister-member, can denote ‘disagreement’, ‘opposition’, or ‘uncertainty’ and ‘un/nun’ as uncertainty reveals the speaker’s politeness. ‘i/ka’ is a nominative marker that suggests the preceding word is the sentence’s subject added to an auxiliary conjunctive ending and adverb, ‘i/ka’ enhances descriptive expression or, in a rhetorical question, reveals the speaker’s intention or attitude. Also, as a subject in the discourse context, the nominative marker indicates subject selection.
Chapter 3 examines patterns of ‘un/nun’ and ‘i/ka’, in 10 episodes of drama. Analysis showed the nominative marker ‘i/ka’ in great use for both new information and old/known information sentence structure, compared to other functions according to various distributions. ‘un/nun’ by contrast were highly used in linguistic and situational contexts. In semantic relation’s the order of ‘opposition>disagreement>uncertainty’was most frequent. Other distribution patterns of meanings and frequency were found. The topic marker ‘un/nun’, like ‘un/nun’ in contrast, showed a high rate in linguistic and situational contexts. Also, syntax varied in distribution. ‘i/ka’ was showed dominant in the selective listing of new information structure but not in rhetorical questions, auxiliary conjunctive ending, and adverbs.
Chapter 4 discusses the teaching steps, curriculum, and teaching methods of Chapters 2 and 3 for ‘un/nun’ and ‘i/ka’. In teaching, Level 1 teaching introduces the topic marker ‘un/nun(Ⅰ)’, nominative marker ‘i/ka’, topic marker ‘un/nun(Ⅱ)’, with ‘un/nun’ in contrast: Level 2, adds ‘i/ka’ for selective listing: Level 3 sets the pragmatic function of ‘un/nun’ and ‘i/ka’ in order of linguistic functions, frequency of use, and ease of teaching. As for education content, discourse units that reveals ‘un/nun’ and ‘i/ka’, syntactic function, formal characteristics, sentence structure and verb types are explained. Teaching and learning plans are provided based on PPP, but for teaching expanded functions of previously advanced grammar, the OHE model’s observation and hypothesis steps were integrated. Also, a method using pictures to context and linguistic functions is proposed, as well as a method to raise awareness of grammar types and visualize language through these enhancements. The method focuses on form to introduce, suggest, and explain steps.
This study discusses discourse, syntactic, and semantic functions of ‘un/nun’ and ‘i/ka’, and analyzes actual speech materials to examine overall linguistic phenomena by function, use and distribution of ‘un/nun’ and ‘i/ka’. This works also multi-level teaching method based on the patterns of the particle’s use.
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