학술논문
중국인 학습자를 위한 보유 보조동사 교육방안 : ‘-아/어 놓다, -아/어 두다’를 중심으로 / A Study on the Education Plan of Auxiliary Verbs for Chinese Learners: Focusing on ‘-아/어 놓다, -아/어 두다’
Document Type
Dissertation/ Thesis
Author
Source
Subject
Language
Korean
Abstract
본 연구는 중국인 한국어 학습자를 위한 보유 보조동사 ‘-아/어 놓다, -아/어 두다’의 교육 방안을 모색하는 데에 목적을 두고 있다. 기존 한국어 교재에 기술된 두 보조동사의 의미적·통사적 특징과 공통점과 차이점에 대한 정보가 충분히 제공되지 않아서 중국인 한국어 학습자들의 오류가 발생하는 문제점을 줄이기 위한 것이다. 구체적으로 제1장에서는 본 연구의 목적과 필요성을 제시하고 연구 방법을 제시하였다. 그리고 관련된 선행 연구들을 종합적으로 검토하였다. 제2장에서는 보조동사 ‘-아/어 놓다, -아/어 두다’의 의미적・통사적 특징을 논의하였다. 말뭉치를 통해서 기존 연구에 비해 두 보조동사는 특히 통사적인 특징에 더 많은 양상을 보였다. 분석 내용을 토대로 하여 두 문법 항목의 공통점과 차이점을 정리하였다. 제3장에서는 현재 한국어 교육 현장에서 사용되는 한국어 교재 7종의 ‘-아/어 놓다, -아/어 두다’의 제시 양상을 검토하였다. 그 다음 제2장에서 제시한 두 보조동사 의미적・통사적 특징이 기존 교재에 어떻게 반영하고 있는지 살피고 교재에 나타난 문제점을 분석하였다. 제4장에서는 먼저 제2장에서 제시한 두 보조동사의 공통점과 차이점 중 한국어교육 교수・학습 내용으로 다룰 수 있는 내용을 종합적으로 정리하였다. 그리고 제3장에서 검토한 한국어 교재 7종의 문제점을 바탕으로 논의한 보완 방안을 토대로 교육 방안을 세우고 2차시 교안을 첨부하였다. 교육 방안에서 PPP 모형은 제시→연습→생성으로 교육 단계가 설정되었으며 2차시에서 ‘-아/어 놓다, -아/어 두다’를 비교하고 유사 문법 교육을 실시한다. 마지막으로 제5장에서는 본 연구를 정리하고 지금까지 논의한 내용을 요약한 뒤에 연구의 한계와 시사점 그리고 결론을 도출하였다. 본 연구는 국립국어원 학습자 말뭉치를 통해 중국인 학습자 ‘-아/어 놓다, -아/어 두다’의 오류 양상을 검토하고 더 세밀한 교육 방안을 제시할 필요성이 있다는 것을 밝히는 데에 의미가 있다. 그리고 21세기 세종계획 말뭉치를 통해서 보조동사의 문법적 결합 제약과 의미적 특징을 관찰하여 기존 연구와 상이하거나 논의되지 못한 내용을 세밀히 파악했다. 더 나아가 한국어교육 현장에서 적용할 수 있는 내용을 정리하였다. 또한 특정 한국어 교재에서 다루는 ‘-아/어 놓다’와 ‘-아/어 두다’에 대한 개별 연구가 많지 않으므로 본 연구는 한국 국내 7개 학교에서 사용되는 통합 교재와 분리형 교재를 분석하고 문제점을 살펴보고 그 문제점을 보완하고 2차시 교안을 제시하였다는 점에서 의의가 있다. 이와 같은 논의는 중국인 한국어 학습자들이 ‘-아/어 놓다, -아/어 두다’의 의미적·통사적 특징을 파악하여 사용하는데 도움을 주는 것으로 기대된다. 그러나 국립국어원의 중국인 학습자 말뭉치의 표본 수는 14,714개로 전체 42.8%를 차지하였지만 더 많은 오류 양상을 관찰하지 못하는 점이 아쉽다. 또한 검토한 21세기 세종계획 말뭉치 형태 말뭉치의 어절 수는 약 1,000만(9,071,054) 어절로 계량적인 양상을 관찰할 수 있다. 보다 더 다양한 말뭉치를 같이 사용해서 비교하면 ‘-아/어 놓다, -아/어 두다’ 더 세부적인 양상이 기대된다. 마지막으로 본 연구는 중국인 학습자를 대상으로 교육 방안을 제안했지만 실제 수업을 실행하지 못하였다는 아쉬움이 한계로 남는다.
The purpose of this study is to find an educational method for Chinese Korean learners to use the auxiliary terms '-아/어 놓다, -아/어 두다'. Specifically, Chapter 1 presents the purpose and necessity of this study and presents research methods. And related previous studies were comprehensively reviewed. In Chapter 2, first, the semantic and syntactic meanings of the holding auxiliary verbs '-아/어 놓다, -아/어 두다'] Through the corpus, the two auxiliary verbs showed more patterns, especially in syntactic characteristics, compared to previous studies. Based on the analysis contents, the commonalities and differences between the two grammar items were presented. In Chapter 3, seven types of Korean textbooks currently used in the Korean language education field were analyzed to examine the contents of Korean grammar education for the auxiliary verb '-아/어 놓다, -아/어 두다' and analyze the problems. Chapter 4 comprehensively summarizes the contents that can be dealt with as teaching and learning contents of Korean education among the commonalities and differences between the two auxiliary verbs presented in Chapter 2. In addition, based on the problems of the seven Korean textbooks reviewed in Chapter 3, an educational plan was established based on the results obtained from this study. In the educational plan, the PPP model is presented→exercise→generation, and the education stage is set, and in the second session, '-아/어 놓다, -아/어 두다' is compared and similar grammar education is conducted. Attached is the second instruction. Finally, Chapter 5 summarizes this study and summarizes what has been discussed so far, and draws conclusions. In this paper, it is meaningful to review the error patterns of Chinese learners '-아/어 놓다, -아/어 두다' through the Korean National Institute's learner corpus, examine existing Korean textbooks, and supplement the problems to reveal the need to present more detailed educational measures. In addition, through the 21st century Sejong Plan corpus, the grammatical binding constraints and semantic characteristics of auxiliary verbs were observed to carefully grasp the contents that were different from or were not discussed from previous studies. Furthermore, the contents that can be appliedin the field of Korean language education are summarized. In addition, there are not many individual studies on '-아/어 놓다, -아/어 두다' in specific Korean textbooks, so this paper is meaningful in that it analyzed integrated and separated textbooks used in seven schools in Korea, examined the problems, supplemented the problems, and presented second-time textbooks. This discussion is expected to help Chinese Korean learners identify and use the semantic and syntactic characteristics of '-아/어 놓다, -아/어 두다'. However, the number of samples of the corpus of Chinese learners at the Korean National Institute was 14,714, accounting for 42.8% of the total, but it is regrettable that more error patterns are not observed. In addition, the number of words of the corpus in the form of a corpus of Sejong Planin the 21st century, which was reviewed, is about 10 million (9,071,054), indicating a quantitative pattern. If you use a more diverse corpus together and compare it, you can expect a more detailed aspect of '-아/어 놓다, -아/어 두다'. In addition, this study proposed an educational plan for Chinese learners, but the regret that the actual class was not implemented remains as a limit.
The purpose of this study is to find an educational method for Chinese Korean learners to use the auxiliary terms '-아/어 놓다, -아/어 두다'. Specifically, Chapter 1 presents the purpose and necessity of this study and presents research methods. And related previous studies were comprehensively reviewed. In Chapter 2, first, the semantic and syntactic meanings of the holding auxiliary verbs '-아/어 놓다, -아/어 두다'] Through the corpus, the two auxiliary verbs showed more patterns, especially in syntactic characteristics, compared to previous studies. Based on the analysis contents, the commonalities and differences between the two grammar items were presented. In Chapter 3, seven types of Korean textbooks currently used in the Korean language education field were analyzed to examine the contents of Korean grammar education for the auxiliary verb '-아/어 놓다, -아/어 두다' and analyze the problems. Chapter 4 comprehensively summarizes the contents that can be dealt with as teaching and learning contents of Korean education among the commonalities and differences between the two auxiliary verbs presented in Chapter 2. In addition, based on the problems of the seven Korean textbooks reviewed in Chapter 3, an educational plan was established based on the results obtained from this study. In the educational plan, the PPP model is presented→exercise→generation, and the education stage is set, and in the second session, '-아/어 놓다, -아/어 두다' is compared and similar grammar education is conducted. Attached is the second instruction. Finally, Chapter 5 summarizes this study and summarizes what has been discussed so far, and draws conclusions. In this paper, it is meaningful to review the error patterns of Chinese learners '-아/어 놓다, -아/어 두다' through the Korean National Institute's learner corpus, examine existing Korean textbooks, and supplement the problems to reveal the need to present more detailed educational measures. In addition, through the 21st century Sejong Plan corpus, the grammatical binding constraints and semantic characteristics of auxiliary verbs were observed to carefully grasp the contents that were different from or were not discussed from previous studies. Furthermore, the contents that can be appliedin the field of Korean language education are summarized. In addition, there are not many individual studies on '-아/어 놓다, -아/어 두다' in specific Korean textbooks, so this paper is meaningful in that it analyzed integrated and separated textbooks used in seven schools in Korea, examined the problems, supplemented the problems, and presented second-time textbooks. This discussion is expected to help Chinese Korean learners identify and use the semantic and syntactic characteristics of '-아/어 놓다, -아/어 두다'. However, the number of samples of the corpus of Chinese learners at the Korean National Institute was 14,714, accounting for 42.8% of the total, but it is regrettable that more error patterns are not observed. In addition, the number of words of the corpus in the form of a corpus of Sejong Planin the 21st century, which was reviewed, is about 10 million (9,071,054), indicating a quantitative pattern. If you use a more diverse corpus together and compare it, you can expect a more detailed aspect of '-아/어 놓다, -아/어 두다'. In addition, this study proposed an educational plan for Chinese learners, but the regret that the actual class was not implemented remains as a limit.