Korean language education for foreigners (KLF) as opposed to Korean language education for native speakers (KLE) instructs the language using syntactic constructions combined with a variety of grammatical elements. This structure called ‘grammar mar...
Korean language education for foreigners (KLF) as opposed to Korean language education for native speakers (KLE) instructs the language using syntactic constructions combined with a variety of grammatical elements. This structure called ‘grammar marker-dependent expressions’ is employed because teaching syntactic constructions formed in units of group of words (or junk) can increase productivity in terms of applicability for speech and sentences. Discourse markers have a similar effect. Therefore, rather than teaching the meaning and function of each discourse marker on its own, it can be more effective to teach and learn frequently coupled grammatical elements or vocabulary as one grammar marker-dependent expression. In this light, this research seeks to find and suggest grammar marker-dependent expressions frequently combined with Korean discourse markers.
Chapter 1 indicates research objective and why the research is needed; extant research； and research subject and method. Part 1 shows why using grammar marker-dependent expressions that are frequently combined with discourse markers can be efficient for teaching and learning rather than introducing discourse markers separately and states the relevant research objective. Part 2 highlights the research questions to be asked by examining the definition and function of discourse markers and by looking at relevant extant research on KLF. Part 3 explains that ‘interjections discourse markers，韩语毕业论文， selected by Standard Curriculum of Korean Language for International Use Stage 2 (‘Standard Curriculum，韩语论文网站，) are subjects of this research and describes corpus constructing and the processes of sampling examples to look at how the interjections discourse markers are realized in conversations in KLF textbooks.
In chapter 2，the validity of researching the combined expressions that include interjections discourse markers, which themselves stand independently on their own on syntax level are checked through discussing the characteristics of interjections and discourse markers. As a result, it was found that interjections discourse markers as independent words do not affect other elements of a sentence but changes in its meaning according to context. Because of this characteristic, analyzing prior and subsequent sentences gained validity as the interjections discourse markers formed close relationships with the prior and subsequent speech.
In chapter 3，43 examples of interjections discourse markers selected by Standard Curriculum are extracted from the corpus constructing by inputting conversations in six KLF textbooks used in universities and the coupling or combination in each example is analyzed. Grammar marker-dependent expressions were difficult to specify in some discourse markers but consistent combination patterns were generally found in each discourse marker.
Based on the analysis results, in Chapter 4，the grammar marker-dependent expressions with interjections discourse markers and their arrangements are set up. Namely, how each grammar marker-dependent expression can be presented for what kind of communication function was specified and proposed. The ‘function’ here means function in accordance with the category of 90 functions selected by Standard Curriculum.
Finally, chapter 5 summarizes this research and notes its significance and limitation.
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