간접 의문문의 습득 순서 탐색

Abstract

Drawing on the observed developmental trajectory of indirect question acquisition in learner language, this study proposes a developmental sequence for indirect interrogative clauses, called the Question-Sequence, by revisiting previous research on interrogative clauses. The Q-Sequence is theoretically supported by an analysis of the acquisition processes of indirect interrogatives. In addition, to explore the applicability of the sequence in classroom settings, the study suggests the implementation of Sentence Construction Tests, which include critical indirect interrogatives representing each stage in the Q-Sequence. Using these tests, it is possible to diagnose not only which stage learners are in and what errors they tend to make, but also determine what structures should be presented to them in the next stage of the sequence. This provides valuable insight into timely remedies and tailored teaching for learners. In conclusion, the Q-Sequence offers a potential answer to the pedagogical question of which structures to present to learners, when, and how.