한국어능력시험 듣기 텍스트에 나타나는 담화표지어 분석 연구
A Study on the Discourse Markers Used in the Listening Texts of TOPIK
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The objective of this study is to find a way to improve the communicative skills of learners of Korean language focusing on comprehension rather than production. In this study, we examined discourse markers that appear in the listening scripts of three different levels of TOPIK (Test of Proficiency in Korean). We collected 14 sets of listening scripts used for each level of the test, beginner, intermediate, and advanced, and using AntConc corpus tool, analyzed each script to see what kinds of discourse markers appear most frequently in each level. From the corpus analysis, we found that the use of discourse markers in the listening texts of TOPIK was very limited in terms of both variety and frequency. Considering that TOPIK gives important directions to learners of Korean language, we suggest that the test include discourse markers used in different meanings and increase the frequency in accordance with the learner’s level. We also suggest that the various uses of discourse markers need to be included in coursebooks in order to be taught in a classroom, particularly in the ones designed for listening tasks.
Abstract
The objective of this study is to find a way to improve the communicative skills of learners of Korean language focusing on comprehension rather than production. In this study, we examined discourse markers that appear in the listening scripts of three different levels of TOPIK (Test of Proficiency in Korean). We collected 14 sets of listening scripts used for each level of the test, beginner, intermediate, and advanced, and using AntConc corpus tool, analyzed each script to see what kinds of discourse markers appear most frequently in each level. From the corpus analysis, we found that the use of discourse markers in the listening texts of TOPIK was very limited in terms of both variety and frequency. Considering that TOPIK gives important directions to learners of Korean language, we suggest that the test include discourse markers used in different meanings and increase the frequency in accordance with the learner’s level. We also suggest that the various uses of discourse markers need to be included in coursebooks in order to be taught in a classroom, particularly in the ones designed for listening tasks.
참고문헌 (17)
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