The objective of the present study is to analyze aspects of Korean locomotion verbs ‘가다(go)’ and ‘오다(come)’ and illustrate their pragmatic usages explicitly, which allows intermediate and advanced level learners of Korean language to u...
The objective of the present study is to analyze aspects of Korean locomotion verbs ‘가다(go)’ and ‘오다(come)’ and illustrate their pragmatic usages explicitly, which allows intermediate and advanced level learners of Korean language to use ‘가다(go)’ and ‘오다(come)’ correctly according to speech contexts and perform a successful communication.
All verbs representing locomotion include concepts of ‘가다(go)’ and ‘오다(come)’ basically. But as for ‘가다(go)’ and ‘오다(come)’, different languages have different usages depending on a deictic center even in expressing the same locomotion structure. Even in a single language ‘가다(go)’ and ‘오다(come)’ may be chosen differently depending upon a speaker's psychological distance to his addressee (speech object). Owing to differences of a deictic center and pragmatic characteristics of ‘가다(go)’ and ‘오다(come)’, Korean language learners have a difficulty in choosing between the two verbs correctly in actual speech situations. As concepts of ‘가다(go)’ and ‘오다(come)’ can be extended to all of locomotion verbs, teaching concepts of ‘가다(go)’ and ‘오다(come)’ to learners is one of the most fundamental and important parts of Korean language education.
The present study grasped these characteristics and made a comparative research into ‘가다(go)’ and ‘오다(come)’; and conducted a survey toward native speakers of Korean, Chinese, and Japanese languages and identified differences of a deictic center and pragmatic usages of ‘가다(go)’ and ‘오다(come)’.
Results obtained through analysis of Korean language textbooks and TV drama scripts are as follows:
Firstly, Korean language textbooks present a concept of ‘가다’ simply as ‘to go’ and a concept of ‘오다’ simply as ‘to come’. But this one-on-one translation cannot fully explain ‘가다(go)’ and ‘오다(come)’. Besides, in example sentences for sentence practise, ‘가다’ is at times translated into ‘come’ generally representing an opposite meaning, and so learners might be confused.
Secondly, aspects of ‘가다(go)’ and ‘오다(come)’ in Korean language textbooks were different from those in TV drama scripts. It is particularly noticeable that learners make the most errors in locomotion structure in which a speaker moves to an addressee. Rates of appearance of this locomotion structure were 2% in textbooks and relatively higher 11% in TV drama scripts respectively.
Conclusions obtained though analysis into survey results to identify a deictic center and pragmatic usages are as follows:
Firstly, contrary to analysis of preceeding studies that ‘가다(go)’ alone can be chosen when a speaker is a subject(figure) of moving and destination is an addressee, this survey shows that ‘오다(come)’ can be chosen, too.
Secondly, when an addressee is a subject (figure) of moving and destination is a speaker at the time of reference, Korean and Japanese languages choose largely ‘가다(go)’ whereas Chinese language chooses ‘오다(come)’.
Lastly, when a third person is a subject of moving, destination is a third place and a speaker has a great sympathy to destination, Korean and Chinese languages perceive the destination as a speaker's home place, whereas Japanese language tends to have greater sympathy to an addressee creating current speech situations.
In current Korean language education, usages of ‘가다(go)’ and ‘오다(come)’ are not given a great weight on. Korean language textbooks to come need to reflect results of the present study; deal with the locomotion structure of ‘가다(go)’ and ‘오다(come)’ in balance which can be differently used depending upon speech contexts pragmatically; and give a great weight on locomotion structures which may perplex learners. Also if teachers have full knowledge about facts of ‘가다(go)’ and ‘오다(come)’ in multiple languages which can be used differently according to differences of a deictic center and sympathy, it can help learners correct errors in teaching in the field. The present writer expects results of the study to be utilized as fundamentals to develop teaching methods of Korean language.
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