This is a study on colloquial language focused on the points of colloquial language as seen through the actual use of such speech in everyday discourse and on the differences revealed between written and spoken language in one of the important c... This is a study on colloquial language focused on the points of colloquial language as seen through the actual use of such speech in everyday discourse and on the differences revealed between written and spoken language in one of the important categories of Korean grammar: sentence ending expressions. Accordingly, the purpose of this study is to show the modality of sentence ending expressions actually used in spoken discourse and apply this to instructor's lessons to learners to of course gain colloquial grammar proficiency about Korean sentence ending expressions and also develop ability to appropriately use this in actual discourse situations. Moving forward it can be considered a strategic way to acquire functional language ability. First of all, this research will establish an idea of sentence ending expressions in Korean language education from the standpoint of conversational grammar and examine the functions and characteristics of these expressions. Then, by introducing the idea of utterance meaning into the existing classification of sentence ending expressions according to speech level, we will re-classify sentence ending expressions according to utterance meaning. Thus, systematizing them into the nine utterance meanings in spoken discourse: promise, order, suggestion, notification, inquiry, conjecture, reason, exclamation, and emphasis. In addition, we examined the real conditions of Korean language sentence ending education in China by looking at textbooks, surveys of recognition by learners, and actual use by students in conversational situations. The results revealed problems in the set up of categories for the sentence ending expressions treated in text books, the educational content, the method of presentation, method of grammatical techniques, and the form of practice activities. It was also shown in the survey results that learners lacked categorical knowledge of sentence ending expressions and they didn't know how to use a variety of ending expressions in conversation so there were many cases where they used only simple ending utterances. This points to a gap between the language used by Korean native speakers and such students. The actual use of ending expressions in each case was analyzed and these cases were examined. Resultingly, there were many cases of ending expressions being misused and utterance meanings being misconstrued and the function and necessity of analyzing the modality of ending expression use according to meaning utterance will be addressed in chapter three. Further results of the analysis will be presented as important evidence in chapter four for deciding on educational aims and forming educational content for the establishment of real instructional materials. Regarding the selection process for the articles of sentence ending expressions, we considered existing grammatical articles as well as both the form and frequency of sentence ending expressions found in conversational material contracted by researchers from native Korean and high-level Chinese Korean speakers in undertaking a three stage reconstructive process to select the articles for colloquial ending expressions in this . Furthermore, a reorganization project of these grammatical articles centered on utterance meaning was enacted and information on the spoken grammar of each ending expression was presented after examining the realized modality of students in each utterance meaning. The result of analyzing student's realized modality for each utterance meaning showed that the exclamatory utterance meaning was most frequently used and the conjecture utterance meaning was the least. This is a case that can not be interpreted only as a problem with the learner's acquisition. For example, exclamatory utterance meaning is rarely expressed through other grammatical expressions and because it is usually actualized through sentence ending expressions, students can be said to have been lead to an assertive and successful output. In the case of conjecture utterance meaning, it is not unrelated that the expression of conjecture through other grammatical expressions is highly developed in Korean. Outside of these, the promise, reason, and emphasis utterance meaning all failed to reach a 50% ratio and this etches out the importance of treating this problem in future instructional efforts. Before reaching this result, the analysis of text book materials combined with the results of the learner's recognition survey were used to set the aim of sentence ending expression education. Relevant to this, we showed the image of the structure of textbook materials from the functional approach and from the categorical approach to structure and concept. We were able to confirm the promotion of automatic usage of expressions through communication activities starting with the focus on form and progressing to a focus on information transmission in conversation, with the basis of the learner's understanding of categorical knowledge of sentence ending expressions and working to reach an appropriate output of ending expressions in conversational discourse and through giving experience in repetitive usage in a context where each sentence ending expression is connected to its form and utterance meaning. In addition, we verified the instructive effect of basing real lessons on the evidence of the bottom-up/ top-down eclectic teaching model in advanced classes in line with this. As a result, this holds the significance of setting up a system of sentence ending expressions based on utterance meaning from the standpoint of discourse grammar and showing the actual modality in a conversational situation through presenting the various sentence ending expression articles utilized to realize one utterance meaning and the discourse context in which those articles are used. 참고문헌 (Reference) |
