earticle

영어

Recently, to meet the objectives of communication in Korean language education for foreigners, the property of grammar has been adequately configured educationally. In addition, education is conducted with a focus on categorized grammatical items. grammar items, it is meant that categorized grammatical forms have been reconfigured into significant units of discourse and pragmatics, and integrated appropriately into education. Currently, this form of grammar-oriented education is generalized in Korean education. However, like the school grammar for native speakers, without a standardized educational grammar for foreigner learners of Korean, the scope of grammar proposals and teaching methods is different for each educational institution. Therefore, this paper aims to examine problems related to the proposal of grammar items for use in Korean education, and to discuss the direction of its supplementation. One tool for developing communication ability for foreigners is their perception that the Korean language is a little. Simply by using grammar forms, much information can be conveyed to learners. Therefore, it is important to identify common Korean grammar items that can be minimized to a level appropriate for teaching Korean to. When selecting these grammar items, the most important factor is whether such grammar items are worth learning. This may be determined by criteria such as whether the learner is likely to use the item and its ripple effect on other grammar. In addition, it is important to allow balanced and phased learning of grammar items throughout the curriculum and throughout the entire textbook. However, to date, Korean educational grammar items have typically listed the forms dealt with in previous Korean language textbooks and this been viewed as a list of compulsory criteria that need to be selected, added, and rearranged. Such a selection of grammar items and proposal criteria cannot objectively serve the representability and diversity of Korean educational grammar items. To overcome such problems, this study has classified the combined type of, and through semantic differences, whether it was lexical elements or grammatical elements were classified and examined. When categorizing this, it should be possible to use a semantic typology through the combination constraint of -기.’ When organizing the criteria for selection, frequency, (2) combination type, and (3) semantic representability can be used for both selection and proposal of Korean grammar items.

한국어

문법 항목을 선정할 때 가장 중요한 것은 그 문법 요소가 학습할 가치가 있는가 하는 점이다. 학습할 가치는 학습자가 실제로 사용할 가능성이 있는가, 이후 다른 문법의 학습에 미치는 파급 효과 등의 기준에 의해 판단된다. 또한, 교육 과정 전반, 단계별 교재 전반에 걸쳐 문법 항목들을 균형 있게 학습할 수 있도록 하는 것도 중요하다. 그러나 지금까지 한국어 교육용 문법 항목은 대체로 기존 한국어 교재에서 다루어 온 형태들을 목록화하고, 그 목록을 다시 일정한 기준으로 정비하여 선택, 추가, 재배열하는 방식으로 선정되어 왔다. 이러한 문법 항목의 선정과 제시 기준은 한국어 교육용 문법 항목의 대표성과 다양성을 객관적으로 담아낼 수 없다. 이러한 문제점을 극복하기 위해 본고에서는 교재에 제시된 문법 항목들을 통사적 관계를 통해 단순 공기 관계의 결합형과 통사적 결합형을 구별하였고, 의미적 차이를 통해 어휘적 요소인지 문법적 요소인지를 구분하여 살펴보았다. 이를 유형화하면 ‘-기’의 결합 제약을 통한 의미적 유형화가 가능할 것이다.