한국어 학습자를 위한 형용사 ‘좋다’ 구문의 특성과 교육 정보

Abstract

The verbs and adjectives of the Korean language perform a central role in a sentence as a predicate. There are vocabularies that may be used together for each predicate. The cipher is determined depending on the predicate, vocabularies and predicates are combined to form a sentence, and through such, a speaker can express his or her intent. An adjective, which is one of the predicates, has conjugations, just as a verb, and has a certain argument structure, however, a general speaker’s perception regarding the argument structure of an adjective does not seem high. In particular, it is not easy for learners who are learning Korean as a foreign language to form and use a sentence by using adjectives. This article examined the characteristics of the constructions of the adjective ‘좋다’ to suggest an adequate education method of such for instructors teaching Korean. After examining the meaning of the adjective ‘좋다’ as it appears in a contemporary Korean language dictionary, the case-frame of the constructions of the adjective ‘좋다’ was categorized and the detailed meanings were organized. This article suggested the case-frame and detailed meaning of the adjective ‘좋다’ and examined the characteristics, restrictions, synonyms, and antonyms of the ‘좋다’ constructions appearing in each category. Afterwards, this article examined examples of the constructions of the adjective ‘좋다’ as specified in existing Korean language textbooks and briefly summarized the categories, which were compared with the categories suggested by this article. In addition, the grammar describing the contents and explanation method of the adjective ‘좋다’ appearing in textbooks were examined. The fact that understanding and explanation on grammar categories is needed in order to increase efficiency in studying and acquiring language knowledge and improved communication skills at Korean language education sites was pointed out, and for such, an educational plan that an instructor may utilize during classes was suggested to increase the understanding over the constructions of the adjective ‘좋다’ for foreign learners learning the Korean language, based on the perspective that an instructor must provide information on grammar that cannot be obtained through task activities in actual classes or Korean language textbooks.