The purposes of this study were to devise ways to select grammar items and determine educational stages with reason expressions in Korean language, examine what should be presented to learners when teaching reason expressions, and thus help to prepare... The purposes of this study were to devise ways to select grammar items and determine educational stages with reason expressions in Korean language, examine what should be presented to learners when teaching reason expressions, and thus help to prepare appropriate educational plans for reason expression. Reason expressions are regarded as essential items to learn for the speaker to deliver a needed amount of information to the listener in communication. Since there is a wide range of reason expressions in Korean, it's not easy to accurately learn how they are used in actual conversations. In addition, there are only a couple of studies on the detailed characteristics of expressions with similar semantic functions, and accordingly both the teachers and learners are burdened with huge pressure when teaching or learning reason expressions, which have diverse expressions in the same semantic category. The ultimate goal of the study was to reduce such teaching and learning difficulties based on a comprehensive review of reason expressions. The study proceeded as follows; Chapter 2 made a list of items to teach based on the reason expressions in the Korean teaching materials and learners' dictionary and discussed the general characteristics of reason expressions. In Chapter 3, the investigator analyzed how reason expressions were presented in the Korean teaching materials of each institution and examined how the learners used reason expressions based on their writing and speaking data. As a result, they had to completely depend on the teachers' explanations when learning each reason expression item because the teaching materials provided no specific explanations about them. Furthermore, they had a difficult time mastering the items of target grammar as they're offered no opportunities for repetitive study. And they made frequent errors due to lack of explanation about differences between the previously learned items and later ones. To elaborate their errors, it's evident that their morphological errors, which were found in high frequency in the initial stage, decreased with the learning stages. However, their semantic errors continued to be high in frequency in the later stages, which calls for a need to provide enough semantic information. Unlike written language, spoken language involves simultaneous thinking and expression. Thus the learners need much practice till they can connect sentences to express themselves, and the teachers should offer conscious instructions. In Chapter 4, I discussed which items should be selected as teaching items among the candidate reason expressions and how to set educational stages. I set the frequency from the balanced corpus of Korean by the 21st Century Sejong Plan as the primary standard and the tasks and functions in the Korean teaching materials as well as difficulty level as the secondary standard to present items of reason expressions according to the learning stages. And Chapter 5 searched for the educational contents for the learners to study reason expressions effectively. I categorized individual reason expressions according to grammatical, semantic, and pragmatic characteristics based on the previous research findings on Korean and discussed what should be presented when teaching reason expressions from the perspective of Korean Language education. And I analyzed conversations to see any differences in the reason expressions of similar relations and offered educational contents to describe those differences effectively. In the study, I selected learning items and set up educational stages based on the native Korean speakers' patterns of using reason expressions through the balanced corpus, the tasks in the Korean teaching materials, and the difficulty of reason expression items. And then I engaged in specific discussions about the educational contents of reason expressions based on the results from the learners' corpus and the research findings on Korean language. Those add more significance to the study. However, the study failed to provide specific plans regarding how to apply those findings to actual classes. In future, there should be researches on what happens after the learners learn reason expressions through a teaching model where the research findings are reflected. It's also necessary to categorize Korean learners' patterns of use according to their native tongues to devise an effective educational plan for reason expressions and to pinpoint where the Korean learners of each native tongue have difficulties. Those efforts will make a huge contribution to customized educational plans of reason expressions in Korean for each native tongue.
이 논문의 목적은 한국어 이유 표현을 중심으로 문법 항목의 선정과 교육 단계를 설정하는 방법을 마련하고 이유 표현 교수 시 학습자들에게 제시되어야 할 교수 내용을 살펴봄으로써 적절... |
