The goal of this research is to find out methodological ways of perceiving tense endings as an object of selection in spoken discourse and systematize the educational contents of tense endings based on the investigation. In order to achieve this, the ... The goal of this research is to find out methodological ways of perceiving tense endings as an object of selection in spoken discourse and systematize the educational contents of tense endings based on the investigation. In order to achieve this, the study criticizes elementary-centered education and tries to improve the status of tense education for intermediate/advanced learner by emphasizing the necessity of tense education from the perspective of spoken discourse. Although Korean native speakers form spoken grammar by making use of tense endings, current Korean education deals tense endings only at the elementary level which is not discussed with the context. This study avoids accuracy-oriented tense ending education for elementary level and instead, emphasizes appropriacy-oriented tense endings education in terms of its educational contents and teaching method. ‘Narrative’ mainly reflects temporality which is in fact the most representative type of tense endings in spoken discourse and therefore this study will consider ‘narrative’ as an object of analysis. In addition, narrative is considered the most popular genre in everyday life ad since it is the most fundamental form which human have learned from early childhood, it is indeed appropriate subject for teaching and acquisition. The dissertation is organized in the following order. The second chapter examines tense endings and critically investigates today’s educational method. After that, the concept of narrative discourse and its characteristics will be observed. Narrative discourse structure and tense endings’ shift in perspective as well as the relationship between tense endings based on the cognitive grammar and narrative discourse structure will be analyzed. In the third chapter, the actual spoken discourse data between native Koreans and Korean learners are analyzed and the interview was also conducted to record their perception of tense shifting. 27 foreigners studying Korean and 29 native Koreans were tested and total 112 discourses (54/58) were analyzed. The collected data was tested by using T-unit and the results were interpreted in relation to the perception of discourse structure and narrative discourse. The result shows that the selection of tense is determined not by the actual temporal position of the incident but rather temporal position of speaker’s cognition and attitude. In other words, the selection of tense was made by the speaker’s pragmatic use, not by the basic meaning of tense form. In chapter four, two sets of tense educational contents will be extracted based on the results. The first one describes that discourse structure and speaker’s perception can make an effect on selecting tense endings by examining how temporal status and speaker’s intention are reflected on the tendency of tense use. The other one implies that ‘meaning’ of tense and time and reason that the tense form is ‘used’ are totally different matters of problem by dividing pragmatic use by connotative meaning including individual form of tense. And then, it considers that explicit education by studying strategy through the increase of linguistic awareness and implicit education by guidance based on tasks are appropriate to teach tense endings and the educational method based on them was designed. In the last chapter, a conclusion was drawn based on the result and the significance and limitation of this study is introduced. According to the teaching and studying of educational contents suggested by the research results. Learners will recognize that use temporal shift in discourse is one grammatical device to realize their own intention, select the most suitable tense endings by connecting their desired intention to the particular situation and gain more fluent spoken grammar. The above discussion is significant because the educational contents of tense in spoken discourse were established systematically. However, there is a limit on the fact that non-linguistic factors such as intonation spoken speed, etc. in the situation of spoken communication were not considered. Therefore I suggest that the next research should complement such threshold. ，韩语论文网站，韩语论文网站 |
