학교문법의 개념 정립을 위한 ‘독서와 문법’ 교과서와 지도서 분석2 - ‘문장’을 중심으로 -
Analysis of ‘reading and grammar’ textbooks/guidebooks for establishing the concept of school grammar- focused on ‘subtitle sentence’-
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This paper aims to compare and analysis the content and structure of ‘reading and grammar’ textbooks/guidebooks in order to establish the concept of school grammar. The finding of this paper under this purpose are as follows. First, the concept and scope of complement have to be expanded. In school grammar, only the constituents of ‘toy-ta(되다)’, ‘a-ni-ta(아니다)’ are defined as complement. However, the constituents of psychological adjective should also be included in complement. Second, in school grammar, the untypical usage of case particles such as ‘i/ka(이/가)’ and ‘ul/lul(을/를)’ is explained as ‘a sort of auxiliary particle usage of case particle(격조사의 보조사적 용법)’. However, it is better to designate the case particle or auxiliary particle in teaching and learning. Third, the predicate clause pose several problems. Especially, it is the most problematic issue that the many heterogeneous examples of the predicate clause are mixed in ‘reading and grammar’ textbooks. In case of some examples, it is more appropriate to analysis as a ‘topic-comment’ structure or ‘topic-focus’ structure than a predicate clause. Fourth, only ‘-key(게)’, ‘-to-lok(도록)’ and ‘-tus-i(듯이)’ can be recognized as adverbial ending, but the coordinate conjunctive endings and ‘-i(이)’ can not. In particular, ‘-i(이)’ is very controversial this way or that. So we need to be careful when we suggest ‘-i(이)’ as a textbook material of the adverbial clause.
Abstract
This paper aims to compare and analysis the content and structure of ‘reading and grammar’ textbooks/guidebooks in order to establish the concept of school grammar. The finding of this paper under this purpose are as follows. First, the concept and scope of complement have to be expanded. In school grammar, only the constituents of ‘toy-ta(되다)’, ‘a-ni-ta(아니다)’ are defined as complement. However, the constituents of psychological adjective should also be included in complement. Second, in school grammar, the untypical usage of case particles such as ‘i/ka(이/가)’ and ‘ul/lul(을/를)’ is explained as ‘a sort of auxiliary particle usage of case particle(격조사의 보조사적 용법)’. However, it is better to designate the case particle or auxiliary particle in teaching and learning. Third, the predicate clause pose several problems. Especially, it is the most problematic issue that the many heterogeneous examples of the predicate clause are mixed in ‘reading and grammar’ textbooks. In case of some examples, it is more appropriate to analysis as a ‘topic-comment’ structure or ‘topic-focus’ structure than a predicate clause. Fourth, only ‘-key(게)’, ‘-to-lok(도록)’ and ‘-tus-i(듯이)’ can be recognized as adverbial ending, but the coordinate conjunctive endings and ‘-i(이)’ can not. In particular, ‘-i(이)’ is very controversial this way or that. So we need to be careful when we suggest ‘-i(이)’ as a textbook material of the adverbial clause.
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