口語 談話 分析을 통한 韓國語 高級 學習者의 終結表現 使用 樣相 硏究

Abstract

This study examines advanced Chinese learners of Korean and the degree to which they use diverse sentence ending expressions in spoken Korean. This writer gave test subjects topics for discussion and recorded their responses. For the sake of comparative analysis, in addition to the Chinese test group, native Korean speakers were also recorded on the same topics. This study utilized a daily-life topic question so as to examine informal speech characteristics and a debate topic question for examination of formal speech characteristics. Responses to both question types were analyzed focusing on sentence ending expression use. This study collected and analyzed 97 audio files amounting to 260 minutes 59 seconds of recorded responses totaling 53,022 characters and 19,028 terms. From analysis of this data, this study confirmed that in informal conversation, the Chinese group tended to excessively use specific ending expressions such as ‘eo-yo.’ Also, compared to the native Korean group the Chinese group tended to show very limited use of ending expressions which would express one’s psychological or emotional state. However, when asked to answer a debate question using formal speech, the Chinese group showed more similarity to the native Korean group in use of specific sentence ending expressions. That said, the Chinese group differed from the native speaking group by over-using the [verb stem + suemnida] ending form. Even in a formal speaking context, the native speaking group intermittently utilized less formal ending expressions such as ‘ji-yo,’ ‘sae-yo,’ a/eo/yeo-yo,’ ‘neundae-yo,’ and ‘ch’anayo’. In so doing the native group showed diversity of expression as well as an overall softer, less rigid speech character. In contrast, this diversity of expression usage was relatively absent from the Chinese Korean learner test group. There is a need for close examination of Korean ending expressions’ communicative functions and for development of appropriate education methods based on this examination so as to facilitate advanced Chinese Korean learners’ use of these expressions. Even if there is a known relationship between an ending expression’s form and its communicative function, education needs to address the distinct situational applications of individual ending expressions in order for Korean language learners to thoroughly comprehend their usage.