‘이/가’와 ‘은/는’의 사용 맥락 분석 및 교수학습 내용 연구- 한국어 교재 대화문을 중심으로 -
The Analysis and Teaching-Learning Contents of ‘i/ka’, ‘eun/neun’: Based on Dialogues of Korean Textbooks.
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This study analyzes uses of ‘i/ka’, ‘eun/neun’ in dialogues of Korean textbooks and suggests contents for explicit teaching-learning. In most Korean textbooks, ‘i/ka’ and ‘eun/neun’ have been taught implicitly by understanding and practicing dialogues. However this method is not efficient because there are many cases where the two grammatical items are not exclusively realized, and in that case the degree of appropriateness differs according to the context, or the meaning of the sentence varies greatly. Therefore, whenever a new usage of ‘i/ka’, ‘eun/neun’ is presented in the dialogue, it is necessary to compare and analyze the previous learning contents and explicitly teach the usage according to the context. As one of the goals of elementary grammar learning is to learn the basic sentence structure, this study analyzed the usage context of ‘i/ka’, ‘eun/neun’ in terms of predicates and sentence structure. As an outcome, the contents for explicit teaching-learning are presented.
Abstract
This study analyzes uses of ‘i/ka’, ‘eun/neun’ in dialogues of Korean textbooks and suggests contents for explicit teaching-learning. In most Korean textbooks, ‘i/ka’ and ‘eun/neun’ have been taught implicitly by understanding and practicing dialogues. However this method is not efficient because there are many cases where the two grammatical items are not exclusively realized, and in that case the degree of appropriateness differs according to the context, or the meaning of the sentence varies greatly. Therefore, whenever a new usage of ‘i/ka’, ‘eun/neun’ is presented in the dialogue, it is necessary to compare and analyze the previous learning contents and explicitly teach the usage according to the context. As one of the goals of elementary grammar learning is to learn the basic sentence structure, this study analyzed the usage context of ‘i/ka’, ‘eun/neun’ in terms of predicates and sentence structure. As an outcome, the contents for explicit teaching-learning are presented.
참고문헌 (9)
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