본 연구에서는 한국어의 보조용언 중에서도 진행상으로 분류되는 방향성을 지닌 보조용언 “아/어 가다”, “아/어 오다”, 그리고 방향성이 없는 “아/어지다”를 태국어 의 방향성이 있는...
본 연구에서는 한국어의 보조용언 중에서도 진행상으로 분류되는 방향성을 지닌 보조용언 “아/어 가다”, “아/어 오다”, 그리고 방향성이 없는 “아/어지다”를 태국어 의 방향성이 있는 용언과 비교 대조하여 논의하고자 한다. 이는 태국인 한국어 학 습자의 의사소통 능력을 시키고 학습자가 잘 전달하고자 하는 정확한 의미 표현을 다양하게 사용할 수 있는 능력을 가지기 위해서는 한국어 보조용언의 학습이 반드 시 필요하다고 보기 때문이다. 본 연구에서는 위의 보조용언과 관련이 있다고 판단 되는 태국어 부동사 중에서 방향성 보조용언에 관한 특성을 선행 연구를 통해 살펴 보고, 이를 바탕으로 태국인 학습자들의 한국어 “아/어 가다”, “아/어 오다”, “아/어 지다”의 사용 양상을 밝히는 데에 도움이 될 수 있는 대조 연구를 진행할 것이다. 연구의 결과가 태국인 한국어 학습자나 교사에게 도움이 될 것이다.
In Korean, similar to other agglutinative languages, the verbis particularly
important. In Korean the auxiliary verb is attached to the mainverb and not
only supports the main predicate but can represent various meanings as
well, expressing proposi...
In Korean, similar to other agglutinative languages, the verbis particularly
important. In Korean the auxiliary verb is attached to the mainverb and not
only supports the main predicate but can represent various meanings as
well, expressing propositions or situational feelings more robustly. Based on
thesituation, the auxiliary verb may be a required element and in order to
communicate appropriately, auxiliary verb must be utilized correctly.
However, foreign learners lack intuition regarding auxiliary verbs, and since
they donot encounter a wide variety of conversational applications, they may
find it difficult to become proficient at using auxiliary verbs. Also, since the
grammatical characteristics and properties of the auxiliary verb are
notreadily apparent, foreign learners struggle when confronted with auxiliary
verbs. In order to fluently express objective thoughts and understand
sentences accurately, foreign learners who are studying Korean must use
auxiliary verbsin the appropriate situations and be able to understand the
meanings of the auxiliary verbs.
According to Kim Beom-mo and Kim Heung-Gyu (2009), who ranked 86
auxiliary verbs in terms of frequency of use, “jida” was fourth, “oda” was
eighth, and “gada” came in tenth place. Using these results, the frequent
usage of the auxiliary verbs “a/eo jida”, “a/eo oda”, and “a/eo gada” can
beconfirmed. The auxiliary verbs “a/eo gada” and “a/eo oda” are attached
following a verb or adjective and represent an action or state that continues
or progresses. Using the lexical meaning carried by the main verbs “gada”
and “oda,”these abstract auxiliary verbs represent directional movement from a setstarting point.
Research on the Korean learner’s auxiliary verb system, including“a/eo
gada” and “a/eo oda”, which represent directional progression, and the
passive “a/eo jida”, which does not indicate direction, does not shed light on
the discussion regarding the need for or objective of directional verbs in
the Thai language. In order for Korean learners to communicate effectively
and express meaning in a variety of ways, the study of auxiliary verbs is
absolutely necessary.
Based on contrastive analysis of Korean directional auxiliary verbs and
Thai direction verbs, in “pai” and “ma:” can be used in similar fashion as
“a/eo gada” and “a/eo oda”, whereas the three Thai forms “khɯ̂n”, “long”,
and “c:k”can be used in place of the passive verb “a/eo jida”, which
combines time and a conditional verb. When combined with “a/eo gada”, the
antecedent combined with the adjective or “adjective / a/eo jida” passive
form carries its own in dependent characteristics. In these combined forms,
“a/eo gada” means a continuous change in state, and in Thai, “khɯ̂n”,
“long”, etc. generally represent “change” in meaning. “khɯ̂n” means to go
out and forward, and “c:k” means to expand outwards. “long” carries the
previously mentioned meaning of “change” or “process.”
The auxiliary verbs “a/eo gada”, and “a/eo oda” are used similarly with
the Thai adverbs “r :a ɯ y r :a ɯ y”, “kh : ɔ y kh : ɔ y”, “th :nni: ɔ ”, and “patcubanni”.
In addition, when the state continues with “a/eo oda” until the present, that
constant state can be more naturally expressed using the Thai word
“talc:d”, and a state based on continued experience is expressed. The
meaning of “a/eo jida” in Korean is generally expressed in Thai as “khɯ̂n”
or “long”, which mean ‘change’. “khɯ̂n” means to go out in front, “long”
means ‘change’ or ‘process.’ Also, “a/eo jida” and “c:k” can only be
interpreted in situations with transitive verbs. On page 5 a plan for
application of Korean language education has been developed and a teaching
model based on five universal language course steps “Warm-up”,
“Presentation”, “Practice”, “Use” is proposed.
，韩语论文范文，韩语论文范文 |
