한국어 쓰기 수업에서의 지시 표현 교육 방안 연구 ‑ 중급 한국어 학습자들의 텍스트 결속성 강화를 중심으로

Abstract

The purpose of this study is to propose an educational plan for various functions of directive expression. In particular, an educational plan was suggested so that directive expressions can be taught in Korean writing classes. To this end, why should grammar be taught in writing classes, that is, the theoretical background related to grammar education in writing classes was examined, and a solution was found in grammar education based on discourse through consideration of the theoretical background. On the other hand, through the theoretical background of the instructional expression, various functions of the instructional expression in Korean were examined, and among them, directive expressions that can be used most actively as a text binding mechanism of learners could be selected as the target of education. In addition, a meta-analysis was conducted on studies dealing with the learning patterns of directive expressions of Korean learners, to determine what difficulties Korean learners are experiencing in acquiring directive expressions. We looked at what the instructional expression and function are. By examining the directive expressions that are explicitly taught in the current education field through textbook analysis, we analyzed what directive expressions and meaning functions should be included in this study. This study proposed an educational plan for instructional expression education in Korean writing classes. Since the mid-2000s, Korean language learners have begun to pay attention to the learning patterns of directive expressions in the field of Korean language education, and efforts have been made to explain the learning patterns of learners through empirical data, but in this study and its educational measures. Research that proposed is rare. There have been studies that have suggested an educational plan so that learners can recognize that the semantic functions of directive expressions are differentiated through meta-linguistic recognition. However, only having recognition allows learners to use directive expressions in various, accurate, and appropriate ways. It is believed that there will be difficulties in doing so, and this study is meaningful in that it proposed educational plans for specific items. However, there is a limitation in that it has not been experimentally proved whether these classes are effective in learning directive expressions of real learners, and the significance of this study is to be proved and supplemented through further studies on educational effects in the future.