문법 범주를 활용한 한국어교육 문법 항목 설정 - 부정법, 피동법을 중심으로 -
Selection of grammar items for Korean education using grammar categories-Focused on infinitive and passive categories-
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Until now, much effort was put on the construction of grammar systems for Korean education and on how to select and arrange specific grammar items. However, we can sense that there are still many things to solve. This research suggests to use grammar category when setting standards for selecting grammar items. And, in fact, the grammar category to realize infitive and passive method was reviewed overall and discussions were made on how to select and arrange grammar items. Chapter 2 discloses the fact that it is possible to suggest a more systematic and step-by-step grammar system for Korean education and to suggest grammar items by reviewing overall grammar items that comprise of grammatical factors made of behavioral or syntactic composition using grammar category. When using grammar category, grammatical factors in various stages are dealt with in the same category. This allows a more systematic grammar education since there are differences in meaning, function, and actual use according to the realization method. And since is uses a grammatical concept which is used generally in all languages, it may feel more familiar to foreign students. Also, it may be put to good use in terms of contrastive linguistics and linguistic typology. In Chapter 3, grammar items in infinitive category were selected and suggested as in <Table 1> and in Chapter 4, grammar items in passive category were selected and suggested as in <Table 2>. Many researches are needed in the future to select grammar items in Korean education. This research takes note of the efficiency that can result from the overall and not individual review of the grammar category concept and suggests usage of the grammar category concept. However, because it is still in the starting phase and an all-inclusive review of all grammar category has not been made, there is a strong experimental side to it. From now on, the range of research should be expanded on other grammar category and complements should be made on content that had not been considered before.
Abstract
Until now, much effort was put on the construction of grammar systems for Korean education and on how to select and arrange specific grammar items. However, we can sense that there are still many things to solve. This research suggests to use grammar category when setting standards for selecting grammar items. And, in fact, the grammar category to realize infitive and passive method was reviewed overall and discussions were made on how to select and arrange grammar items. Chapter 2 discloses the fact that it is possible to suggest a more systematic and step-by-step grammar system for Korean education and to suggest grammar items by reviewing overall grammar items that comprise of grammatical factors made of behavioral or syntactic composition using grammar category. When using grammar category, grammatical factors in various stages are dealt with in the same category. This allows a more systematic grammar education since there are differences in meaning, function, and actual use according to the realization method. And since is uses a grammatical concept which is used generally in all languages, it may feel more familiar to foreign students. Also, it may be put to good use in terms of contrastive linguistics and linguistic typology. In Chapter 3, grammar items in infinitive category were selected and suggested as in <Table 1> and in Chapter 4, grammar items in passive category were selected and suggested as in <Table 2>. Many researches are needed in the future to select grammar items in Korean education. This research takes note of the efficiency that can result from the overall and not individual review of the grammar category concept and suggests usage of the grammar category concept. However, because it is still in the starting phase and an all-inclusive review of all grammar category has not been made, there is a strong experimental side to it. From now on, the range of research should be expanded on other grammar category and complements should be made on content that had not been considered before.
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