The ultimate goal of Korean as a foreign language education is to help foreign students to speak Korean as fluently as native Korean speakers. This study set out to discuss effective educational plans for spoken Korean language with a focus on connect...
The ultimate goal of Korean as a foreign language education is to help foreign students to speak Korean as fluently as native Korean speakers. This study set out to discuss effective educational plans for spoken Korean language with a focus on connective endings functioning as final endings in order to help foreign Korean language students increase their communication skills in Korean.
In reality, it is a common case that native Korean speakers finish their speech without using a final ending in everyday discourse. For foreign Korean language students, however, it is far from easy to accurately understand and use such sentences. This is because they first acquire grammar rules and written language expressions through Korean teaching materials, unlike native Korean speakers who naturally acquire spoken language expressions right after birth and communicate with one another via verbal intuitions. It is unproductive and inefficient to teach foreign Korean students all the connective endings functioning as final endings in Korean education, which suggests a need to select and teach the ones with a high use frequency in daily communication.
After defining connective endings situated at the end of a sentence and serving as a final ending as "connective endings functioning as final endings," the investigator analyzed Korean dramas and native Korean speakers' actual speech and selected a group of connective endings functioning as final endings for spoken Korean education from the list of very frequent items. The group included ‘-는데’, ‘-고’, ‘-다고’, ‘-거든’, ‘-니까’, ‘-어서’, and ‘-려고.’ The types with the highest frequency among native Korean speakers were selected preferentially and then examined in terms of the characteristics of semantic functions in discourse and pragmatics as well as form.
Each ending is presented as a grammar item for spoken Korean education with a focus on a semantic function. There should be enough practice and usage in the situational contexts of conventional discourse reflecting the speech patterns of native Korean speakers. It was also proposed that the types and semantic functions of connective endings functioning as final endings should be taught and learned in the principles of inversion, omission, repetition, and correspondence, so they could strategically use grammar items by focusing on improving their communication skills in daily life.
Unlike the previous studies that merely examined and analyzed the usage patterns of connective endings functioning as final endings, the study investigated the semantic functions of individual endings in the context of discourse situations. The study also explored the principles and methods of education of spoken Korean and proposed a concrete educational model, in which its significance lies. In future studies, more diverse and practical research will hopefully be conducted on spoken Korean education so foreign Korean language students can learn to speak Korean as fluently and accurately as native Korean speakers.
외국어로서의 한국어 교육의 궁극적인 목표는 외국인 학습자들이 한국어 모어 화자처럼 한국말을 유창하게 구사할 수 있도록 하는 것이다. 이에 본고에서는 외국인 한국어 학습자의 의사소...
외국어로서의 한국어 교육의 궁극적인 목표는 외국인 학습자들이 한국어 모어 화자처럼 한국말을 유창하게 구사할 수 있도록 하는 것이다. 이에 본고에서는 외국인 한국어 학습자의 의사소통 능력 향상을 위하여 종결 기능 연결어미를 중심으로 한 효과적인 한국어 구어 교육 방안을 논의하였다.
본 연구는 앞선 연구들에서와 같이 종결 기능 연결어미의 사용 양상을 조사하고 분석하는 데 그치지 않고 개별 어미의 의미 기능을 담화 상황의 맥락에서 살펴보았으며, 이를 중심으로 한국어 구어 교육을 실시하고자 교육 원리와 방법을 모색하고 구체적인 교육 모형을 제시한 데 의의를 둘 수 있겠다. 외국인 학습자가 한국어 모어 화자와 같이 유창하면서도 정확한 한국어를 구사할 수 있도록 앞으로 구어 교육에 관한 다양하고 실질적인 연구가 진행되기를 기대해 본다.
，韩语毕业论文，韩语毕业论文 |
