중급 한국어 학습자의 보조용언 사용 연구
Patterns in Auxiliary Predicate Element Usage by Intermediate-level Korean-language Learners.
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초록
This research aims to analyze patterns of auxiliary predicate element usage by intermediate-level Korean-language learners. The findings revealed that the auxiliary predicate elements frequently used by the learners were limited to some of the items taught in basic-level classes; auxiliary predicates that had been newly taught in intermediate-level classes were not actively used. Errors were analyzed and categorized by their causes. The findings revealed that for accurate production of auxiliary predicate elements, Korean-language learners must be able to (1) understand the meanings and functions of auxiliary predicate elements; (2) identify types and extents of predicates that can be combined with auxiliary predicate elements (3) comprehend change in form according to person; (4) abide by restrictions on clauses that follow auxiliary predicate elements; and (5) discern similar auxiliary predicate elements. This paper concludes with a discussion on classroom interventions to assist Korean-language learners in effectively acquiring the five capabilities and apply them outside of the classroom.
Abstract
This research aims to analyze patterns of auxiliary predicate element usage by intermediate-level Korean-language learners. The findings revealed that the auxiliary predicate elements frequently used by the learners were limited to some of the items taught in basic-level classes; auxiliary predicates that had been newly taught in intermediate-level classes were not actively used. Errors were analyzed and categorized by their causes. The findings revealed that for accurate production of auxiliary predicate elements, Korean-language learners must be able to (1) understand the meanings and functions of auxiliary predicate elements; (2) identify types and extents of predicates that can be combined with auxiliary predicate elements (3) comprehend change in form according to person; (4) abide by restrictions on clauses that follow auxiliary predicate elements; and (5) discern similar auxiliary predicate elements. This paper concludes with a discussion on classroom interventions to assist Korean-language learners in effectively acquiring the five capabilities and apply them outside of the classroom.
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