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중국인 한국어 학습자의 개인적 서사와 비개인적 서사 작문에 나타난 시상 습득 연구: 담화가설을 중심으로

A study on acquisition of tense and aspect in written personal narratives and impersonal narratives of Chinese learners of Korean based on the Discourse Hypothesis

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참고문헌

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주제분류언어학

초록

The objective of this study is to observe the usage patterns of tense-aspect in personal narratives and impersonal narratives among Chinese learners of Korean based on the Discourse Hypothesis which explains the relationship of tense-aspect and discourse structure. The data in this study is from the narrative discourse written by Chinese learners. The way to control content is to have learners rewrite a caricature both as an impersonal narrator and as a character in the caricature. The results reveal that personal narratives offered more opportunities for background than impersonal narratives and the distribution of tense aspect in the background is more various than that in the foreground. Furthermore, the usage of tense aspect of advanced learners was more in conformity with the Discourse Hypothesis, and most of the low-level and intermediate-level learners often used the present rather than the past tense in the narratives because of the transfer of their native language.

Abstract

The objective of this study is to observe the usage patterns of tense-aspect in personal narratives and impersonal narratives among Chinese learners of Korean based on the Discourse Hypothesis which explains the relationship of tense-aspect and discourse structure. The data in this study is from the narrative discourse written by Chinese learners. The way to control content is to have learners rewrite a caricature both as an impersonal narrator and as a character in the caricature. The results reveal that personal narratives offered more opportunities for background than impersonal narratives and the distribution of tense aspect in the background is more various than that in the foreground. Furthermore, the usage of tense aspect of advanced learners was more in conformity with the Discourse Hypothesis, and most of the low-level and intermediate-level learners often used the present rather than the past tense in the narratives because of the transfer of their native language.

참고문헌 (37)

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