고등학교 영어교과서 분석을 통한 전치사 on의 용례 고찰

Abstract

Koreans do not have an equivalent to the prepositions of the English language. Also prepositions in English have various functions and meanings. Therefore it is not easy for Korean learners to choose the appropriate one in speaking and writing. This thesis deals with the preposition 'on' in high school textbooks from the core meaning to the extended meanings and its connections among them. The various meanings of the preposition 'on' can not be dealt with separately but have to be put into connections with its original core meaning. I examined five contemporary high school English textbooks which show the various meanings of the preposition 'on' from the core meaning. Many thesis on prepositions mention that most students have memorized prepositions in isolation failing to notice the connections of the meanings. The lack of understanding these connections can easily result in frustration leading to a general loss of interest in language learning. This thesis suggests two effective ways to learn the preposition 'on'. One is to put the variety of meanings of 'on' in form of a diagram based on the cognitive-oriented approach and the second is to compare 'on' with other prepositions which have similar or different meanings. The schematization of 'on' is a kind of training for students to connect extended meanings of the preposition to the core meaning which they already know. Comparing 'on' with other prepositions which have similar or different meanings to those of 'on' may clarify the various meanings in order to help students to interpret the contents of a textbook and use 'on' properly in speaking as well as writing.