earticle

영어

This research aims to distinguish semantic, morphosyntactic, and pragmatic information from one another in causal conjunctions such as ‘-아/어서’, ‘-(으)니까’, and ‘-기 때문에’, which have similar meanings among the grammatical items taught in Korean language education. Through this, the research also aims to identify appropriate content for these forms to be presented in Korean language teaching materials. In Korean language education,grammatical forms are taught using example sentences drawn from realistic discourse. Therefore, in addition to semantic information, morphosyntactic and pragmatic information are explicitly presented or implied even for grammatical forms that have similar semantic information. This study investigated the presentation of beginning-level grammatical forms in Korean language teaching materials by comparing the semantic, morphosyntactic, and pragmatic information on ‘-아/어서’, ‘-(으)니까’, and ‘-기 때문에’, which have a similar function. To achieve this, the appropriateness of the content of Korean language teaching materials used in institutions was first examined. As the categorization of teaching content even among beginning-level teaching materials, teaching Korean requires teaching content on grammatical forms that have a similar function. Grammatical information should be presented according to an appropriate hierarchical progression, rather than by offering all the semantic, morphosyntactic, and pragmatic information of the grammatical forms at once. Further, if, although forms are included in the same grammatical category, their semantic category changes by function, the teaching materials should classify them as having a different function. However, this classification should be based on data on first language interference or usage errors by foreign learners, and not on usage by native Korean speakers. As preliminary research in this area, this study identified differences in usage between grammatical forms that have a similar function by examining the example sentences presented in teaching materials currently used in Korean language education. As beginning-level teaching materials were targeted for this investigation, diverse forms such as ‘-느라고’, ‘-더니’, ‘-는 통에’, and ‘-는 바람에’, which have the same function, were not included. Teaching content on grammatical forms such as ‘-아/어서’, ‘-(으)니까’, and ‘-기 때문에’ were analyzed based on their function, as they were selected as components of the teaching content of beginning-level Korean language teaching materials.

한국어

본 연구는 한국어 교육 문법 항목 중에서 유사한 기능을 가진 ‘-아/어서, -(으)니까, -기 때문에’에 대하여 의미적, 형태․통사적, 화용적인 차이를 구별하고 교재 안에서 구성되어야 할 문법 교육 내용의 범주를 살펴보고자 한다. 본 연구에서는 같은 의미 범주의 기능을 가진 문법 항목이라도 형태․통사적 차이와 화용적 차이가 존재한다는 사실에 주목하고자 하였다. 유사 기능의 문법이라고 제시하고 있는 문법 항목들은 유사 기능 때문에 학습 효과를 높일 수 있는 장점이 있지만 외국인 학습자들에게 교육이 될 때에 사용 환경까지 동일한 문법으로 오해가 되지 않도록 주의하여 학습이 이루어져야 한다. 이를 위해 교사는 이들 문법 항목의 차이에 대해 의미적, 형태․통사적, 화용적인 정보를 습득하고 있어야 한다. 본 연구에서는 초급 교재를 대상으로 했기 때문에 ‘-느라고’, ‘-더니’, ‘-는 통에’, ‘-는 바람에’ 등 이유․원인의 같은 기능을 가지고 있는 다양한 형태를 살피지는 않았다. 다만 초급 한국어 교재 내에서 가장 많은 노출이 되고 있는 ‘-아/어서’, ‘-(으)니까’, ‘-기 때문에’ 문법 항목을 중심으로 기능에 따른 교육 내용을 범주화하였다.