비대격·비능격 중심 이탈리아어 자동사 학습 방법: 영어 비대격 비능격 학습에 관한 선행연구와 비교
Teaching Italian Intransitive Verbs focusing on Unaccusative and Unergative Verbs: Comparing to Researches on the Learning of English Unaccusative and Unergative Verbs
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초록
동사는 목적어를 취할 수 있는지 유무에 따라 타동사와 자동사로 분류된다. 일반적으로 자동사는 그 의미와 통사 구조에 따라 비능격 동사와 비대격 동사로 나눈다(Burzio, 1986; Perlmutter, 1978). 비능격, 비대격과 같은 자동사 하위분류의 기준은 그 의미적, 통사적 차이에서 기인한다. 비능격 동사의 주어 논항은 ‘행위자’라는 의미역을 가지며 주어자리에 기저 생성된다. 하지만 비대격 동사의 표면 구조상 주어는 주로 ‘수동자’나 ‘대상자’의 의미역을 가지는 ‘피동작주’ 논항으로서, 기저구조에서 동사 뒤 내부 논항 자리에서 생성된 후 외부 논항 주어자리로 이동한다. 가령, 영어의 비대격 동사들에는 주로 주어가 ‘수동자’나 ‘대상자’ 의미역을 가진 fall, slide과 같은 동사들이 있다. 이 동사들은 주어가 의지와 자발성을 띄는 ‘동작주’인 work와 smile 같은 비능격 동사들과 구별한다.
Abstract
The class of intransitive verbs is not homogeneous but composed of two subclasses called unergatives and unaccusatives(Burzio, 1986; Perlmutter, 1978; Cetineo, 1986; Van Valin, 1987). However, traditionally Italian intransitive verbs have been taught regardless their semantic distinctions and any mention of grammatical terms such as unaccusatives and unergatives even though there is a huge gap between them. This paper aims to explore the teaching of Italian intransitive verbs categorizing them into unaccusatives and unergatives, which is compared with researches on the teaching of English unaccusative and unergative verbs. For this purpose, first, the study shows various aspects of English vs. Italian unergatives and unaccusatives, and their properties of the constructions. Next, this study highlights the research trend on Korean students' learning errors which is leaning toward causal analyses of the overpassivization of English unaccusative verbs. In order to investigate these issues, 53 students of the Busan University of Foreign Studies, who are studying Italian language as a second language, were surveyed through a grammaticality judgment test divided into 9 sections. As expected, the findings confirmed that the test results of Italian unaccusatives and unergatives showed different aspects comparing to those of English. Moreover, there was a highly affirmative demand for a more careful way of teaching which should be considered both syntactically and semantically according to the grammatical items. The research provides a framework of a more effective and systematic teaching method of Italian intransitive verbs for further research.
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