Because prohibitive expressions may damage the prestige of the hearer, we should be very careful when we use or teach them. However, there are only few linguistic or pedagogical studies on Korean prohibitive expressions. So I tried to proposed effecti...
Because prohibitive expressions may damage the prestige of the hearer, we should be very careful when we use or teach them. However, there are only few linguistic or pedagogical studies on Korean prohibitive expressions. So I tried to proposed effective teaching and learning methods of them in this study. In order to reach this, the forms, detailed functions and the grammatic-pragmatic usages of Korean prohibitive expressions had been studied first.
Usually language corpus is used to search for various expressions. But we cannot get enough pragmatical information through that method. So in this study I used drama scripts as first datum. Then by using the scale of Kashiwajaki-masayo(1993), I found out that the detailed functions of the expressions were [command], [request], [proposition], [asking], [(conventional usage)]. Also, I revised Blum-Kulka & etc.(1989)'s framework for analysis of directive speech act according to the characters of Korean and proposed prohibitive expressions for each strategy.
On the basis of the result above, I analysed Korean textbooks to understand the current situation of Korean language education. Then I found out that only two expressions, namely imperative forms of '-지 말다', declarative forms of '-으면 안 되다' were dealt as active items in every textbook and the rest were proposed only for passive items irregularly.
For successful language education, we should collect every expressions from proper situations which the learners may face. In order to do this, preliminary investigation was done first; I asked linguistic and language teaching professionals about which situation is good for learners and whether the DCT(Discourse Completion Test) for Korean people was proper or not. On the basis of this preliminary work, I could make the tools for main investigation and do DCT for 210 Koreans. From the DCT, I found out that for each detailed function, different combinations of strategy and expressions are used. I also found out what the main expression for each function was and what the main situation for each main expression was.
Finally, on the basis of all the result above, I prepared teaching-learning methods for Korean prohibitive expressions focusing on the organization of teaching-learning materials. I selected 28 expressions according only to the solidarity of them, because all the expressions from the DCT were real and proper. Then they were lined up on the basis of frequency. In addition, extra detailed teaching-learning materials, including proper situations for each item, were proposed.
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