초등 국어교과서의 표현문형 분석

이수향 한국콘텐츠학회 2024 한국콘텐츠학회논문지 Vol.24 No.4

Expressive sentence patterns, which are commonly used linguistic chunks with specific semantic functions in native speakers’ language, are prevalent in both spoken and written languages. These patterns may be related to literacy skills because they facilitate the comprehension and usage of language structure and meaning. The aim of the study was to explore expressive sentence patterns in elementary 2nd, 4th, and 6th grade Korean textbooks. After entering all the sentences into Microsoft Office Excel, the sentences with expressive sentence patterns were separated. The study examined the total number of expressive sentence patterns for each grade and the ratio of patterns based on difficulty levels. Furthermore, high-frequency expressive sentence patterns were identified. The results showed that the total number of expressive sentence patterns and the variety of expressive sentence patterns increased with the grade level. As the grade level increased, more challenging patterns were included, but this difference was not statistically significant. The study showed that expressive sentence patterns are widely used in elementary Korean textbooks and identified the types of high-frequency patterns. These data are expected to serve as fundamental information for oral and written language education for school-age children.

영어 문장형식의 연구 및 적용 - 영문법 5형식의 재조명

정덕교 한국교양교육학회 2010 교양교육연구 Vol.4 No.2

English 5 sentence patterns, which has taken deep root in Korean English education since the Japanese colony period, originated from an English linguist, C. T. Onions(1904). When Hosoe Izuki(1917) introduced the concepts of Onions' 5 predicate forms into Japan. those concepts were rapidly absorbed into Japanese school grammar and had settled down as essential elements in Japanese English education since, which came into Korea directly during the Japanese colonial rule. However, there have been so many confusions in sentence analysis using the English 5 sentence patterns among teachers, and college students as well as element and secondary school students that the sentence patterns have been blamed for hindrance to understanding diverse forms of sentence and to generating precise styles of sentence. The present paper examined the intrinsic problems in both Onions' 5 predicate forms and English 5 sentence patterns popular in Korea in the light of Bae(2003) and tried to resolve the following problems: lack of consistency in classification, counter-generalization of grammatical rule that denies the syntactic common grounds of tensed clause, infinitive clause and small clause, the presence of sentences defying the application of sentence classification by the 5 forms or patterns, and obligatoriness of locative adverbials. Following Han(2007), efforts to strengthen ‘functional approach’ which was the intrinsic key criterion of Onions' predicate form classification turned out to accommodate obligatoriness of adverbials while getting rid of the 5th form, which connotes theoretical redundancy, and consolidating it into the 3rd form. As a result, the author suggested English 4 predicate forms as the alternative to English 5 sentence/predicate/verb forms for teaching English sentence patterns acknowledging the obligatoriness (argumenthood) of locative complement whose syntactic form is adverbials. 일제 식민지 교육시기부터 한국 영어교육에 자리잡아온 영어문장 5형식 개념 기원은 영국의 영어학자 C. T. Onions(1904)이다. Onions의 술부 5형식 개념을 호소에 이쯔키(1917)가 일본에 소개한 이후 이 개념은 급속하게 일본 학교 문법에 침투되어 일본 영어교육에 필수적 요소인 5형식 개념으로 자리잡고 일제강점기 중에 한국의 영어 교육에 그대로 도입되었다. 그러나 현직 교사와 초․중․고등학생 및 대학생들이 이해하고 있는 문장 5형식이 문장 분석에 있어서 혼선을 빚기도 하며, 그 한계로 인해 문장형식을 이해하거나 정확한 문장을 생성하지 못하는 등의 문제점들이 지적되어 왔다. 본 논고에서는 Onions의 술부 5형식 개념과 한국에서 통용되고 있는 영어문장 5형식 개념에 내재되어 있는 문제점들에 관해 배영남(2003)의 관찰을 중심으로 논의하였으며 다음과 같은 문제점들을 개선할 수 있는 방향에 대하여도 모색해 보았다-분류의 일관성의 결여, 시제절과 부정절 그리고 소절을 아우를 수 있는 문법규칙의 일반화에 대한 역행, 문장유형 파악기준의 적용이 어려운 문장들의 존재, 필수부가어의 존재. 한학성(2007)의 제안에 따라 Onions가 지향하는 ‘기능’ 중심의 분석을 더욱 철저히 하기 위해 ‘부사적’ 필수요소를 포함시킬 수 있는 방안을 마련하였다. 이론적 중복성을 야기하는 제5형식을 폐기하고 그것을 제3형식 문형으로 통합하였다. 그 결과, 부사어구의 형태이지만 필수 요소인 처격 보어를 요구하는 술어를 재배치하여 영어문장 유형의 교육에 술부 5형식을 문장 5형식의 대안으로 제시하였다.

외국인 유학생의 학위논문 <서론>의 종결 표현 문형 연구

김희진 ( Heejin Kim ) 숙명여자대학교 한국어문화연구소 2019 한국어와 문화 Vol.26 No.-

본 연구는 석·박사 과정의 외국인 유학생이 학위논문 <서론>을 작성하는 데에 도움을 주고자 종결 표현 문형 연구를 진행하였다. 이를 위하여 한국어 교육이 전공인 한국어 모어 화자의 학위논문 18편과 외국인 유학생의 학위논문 초고 18편을 수집하여 학위논문 <서론>의 ‘연구의 목적 및 필요성’과 ‘선행연구’에서 쓰인 종결형을 분석하고자 하였다. 우선 종결형을 ‘용언+종결어미’와 ‘용언+종결 표현 문형’으로 나누어 각 집단에서 사용한 양상을 살펴보았다. 그 결과, 한국어 모어 화자와 외국인 유학생이 사용한 종결형 유형의 사용 비율은 동일하게 나타났다. 다만 이는 전체 문장 중에서 해당 종결형의 사용 유형 비율이 동일하였을 뿐, 사용 양상에서는 차이를 보였다. 그러나 이 차이점은 외국인 유학생의 학위논문 완성도를 떨어뜨리는 요인으로 작용되었다. 이는 외국인 유학생에게 단순히 어휘 혹은 표현만을 제시해 줄 것이 아니라 해당 절의 텍스트 기능을 고려한 내용 구조 역시 함께 제공 되어야 함을 시사한다. 이에 본고에서는 학위논문 <서론> 작성시 높은 빈도로 사용되는 ‘어휘+종결 표현 문형’을 의사소통 기능에 따라 분류하고 ‘연구의 목적 및 필요성’과 ‘선행연구’의 전형적인 표본을 제시하고자 하였다. 본 연구는 기존 외국인 유학생들을 대상으로 논의되어 온 학위논문 작성과 관련된 연구에서 한층 더 나아가 이들이 실제 학위논문을 작성할 때 유용하게 참고할 수 있는 형식적·내용적·언어적 정보가 포함된 자료를 제시하였다는 점에서 의의가 있다. 이는 앞으로 한국어 교육 현장에서 국내대학원에 진학하고자 하는 학문 목적 학습자를 위한 바람직한 종결 표현 문형의 지도 방안으로 활용될 수 있을 것이다. 또한 석·박사 과정의 외국인 유학생이 ‘학위논문’이라는 장르적 특성에 맞는 적합한 어휘 및 문형을 정확하고 유창하게 사용할 수 있도록 도움을 주는 하나의 지침서 역할이 될 수 있을 것이라 생각된다. This study on the sentence patterns of termination expression was conducted to provide practical contributes to international students in the master and doctoral courses to write the < introduction > of dissertation. Therefore, this study aimed to analyze the sentence-closing conjugation used in ‘the purpose and necessity of study’ of < introduction > of dissertations and ‘the previous researches’ as collecting 18 theses written by Korean native speakers majoring in Korean language education and 18 drafts of theses written by international students. First, the aspects used in each group were examined as dividing the sentence- closing conjugation into ‘a predicate word + a sentence-closing suffix’ and ‘a predicate word + a sentence pattern of termination expression.’ As a result, the usage rate of the sentence-closing conjugation types used by Korean native speakers and foreign students was identically revealed. Both groups were found to use ‘a predicate word + a sentence pattern of termination expression’ in ‘the purpose and necessity of study’ and utilize ‘a predicate word + a sentence-closing suffix’ in ‘the previous researches.’ However, the ratio of the usage type of the sentence-closing conjugationwas the same among whole sentences, and there was a difference in the aspect of its usage. The first difference was found in ‘the purpose and necessity of study.’ In the case of Korean native speakers, ‘a predicate word + a sentence-closing suffix’ was mainly applied to clarify the extent of that the research subject of the writer has been explored in academia or to explain theories. In addition, ‘a predicate word + a sentence pattern of termination expression’ was utilized to summarize the purpose and necessity of their researches with rhetoric at the end of the paragraph. On the other hand, international students did not show such distinction. The second difference can be examined in 'the previous researches.' While Korean native speakers utilized ‘a predicate word + a sentence-closing suffix’ in order to summarize the results of the existing studies, they preferred to use ‘a predicate word + a sentence pattern of termination expression’ in the part that they should describe the assessment of the previous studies. Because it got burdened by evaluating the orthodoxy or views of authorities in academia, it is understood that the use of ‘a predicate word + a sentence pattern of termination expression’ which can be described more indirectly and euphemistically. Meanwhile, international students only applied ‘a predicate word + a sentence pattern of termination expression’ in order to quote other researchers, but most of the parts criticizing and considering the previous researches were missing. The difference in the results of the analysis was a factor that reduces the level of completion of international students’ dissertations. This suggests that the structure of contents considering the text functions in the paragraph should be provided as well as vocabulary or expression are presented to international students. Therefore, this thesis classified ‘a predicate word + a sentence pattern of termination expression’ which is utilized at a high frequency as writing the < introduction > of these according to the function of communication, and it aimed to propose typical samples of ‘the purpose and necessity of study’ and ‘the previous researches.’ For this, three preparation steps were taken. First, the structure of contents that is typically showing in ‘the purpose and necessity of study’ and ‘the previous researches’ of dissertations was established. Next, the available function of communication was classified according to the structure of contents that set up in the previous step. Last, the vocabulary, which used as combining-at high frequency-with the sentence patterns of termination expression, the analysis object of this study, was extracted. As a result, the typical sample were constructed including the content structure, the function of communication, vocabulary, and the sentence patterns of termination expression of ‘the purpose and necessity of study’ and ‘the previous researches.’ This study has a significance in which it suggested the data containing form, content, and language information that can be usefully referred to when writing actual dissertations, further than the researches which have discussed for the existing international students and are related to the writing of their theses. This study can be applied as a desirable instruction plan of the sentence patterns of termination expression for the learners who have the goals of learning and want to enter national graduated schools in the field of Korean language education in the future. In addition, it is thought that this study will be able to serve as a guidebook to assist international students in the master and doctoral courses to precisely and fluently use the vocabulary and sentence patterns, which are suitable for the generic features of a ‘dissertation.’

한국어 교육에서의 문장 구조와 문형 학습

허재영(Jae-young Heo) 어문연구학회 2007 어문연구 Vol.53 No.-

  The aim of this study is to research and to explain the Korean sentence structure and sentence patterns. A number of Korean grammar researchers have found that the rules of Korean sentence patterns. The meaningful structure of a sentence is as a linear sequence of elements. To understand the sentence, the hearer must somehow identify what these relationships are. That is, he must deduce the rules of sentence structure, or something having many of the same properties. The result of this study as following ;<BR>  (1) The trend of sentence studies, there are two possible approaches. One trend that characterized the modern descriptive linguistics and structuralism has been the search for consistent base of sentence. The other trend that so-called general linguistics focused on "generative rules".<BR>  (2) In second language learning, we must be teaching the sentence patterns because this information can lead to insights in other aspects of second language learning.<BR>  (3) We can be divided into various types sentence structure by the universals and linguistic typology.<BR>  (4) Another aspect of sentence patterns, we must be explain the difference of grammar between first language learning and second Korean learning.

한국어 교육에서의 문형 교육의 방향에 대한 일고찰

석주연 국제한국어교육학회 2005 한국어 교육 Vol.16 No.1

I investigate various types of foreign learners’ error sentences, and conclude that both basic sentence patterns and expressive sentence patterns should be taken seriously when teaching Korean to foreigners. I also argue that when teaching basic sentence patterns, sentence components should be emphasized, and that arrangement, constraints, communicative meanings, functional context, substitution and related sentence patterns should be emphasized in the teaching of expressive sentence patterns. It is consistent with current standard prescriptive grammar to teach basic sentence patterns through sentence components. Teaching basic sentence patterns through sentence components can complement the present teaching practice heavily relying on colloquial sentence patterns, and help learners develop their reading and writing skill. On the other hand, even with the knowledge of basic sentence patterns based on sentence components, and of morphological forms, a learner would be lack in her ability of constructing proper sentences unless she also knew expressive sentence patterns. It is why expressive sentence patterns should be taught as well in Korean education for foreigners.

한국어 교재에서의 문형 제시 양상

이윤진 이중언어학회 2009 이중언어학 Vol.39 No.-

The previous study of a sentence pattern there has been totally focussed on the meaning of an individual sentence pattern there wasn’t any serious consideration of an aspect of a sentence pattern presentation. Hereupon this study aims to be a foundation for study of Korean language books which has considered and observed about ‘outward sides’ of an aspect of a sentence pattern presentation in a Korean language book as a foreign language from now on. An aspect of a sentence pattern presentation has analyzed in next five clauses. ‘An aspect of a sentence pattern concreteness’, ‘the number of examples of an aspect of a sentence pattern’, ‘an existence of visual materials for an aspect of a sentence pattern’, ‘a presentation of sentence pattern’s meaning’, ‘an indication rules(cases)of a sentence pattern realization’ and more. Even though it is easy to miss out those aspects of sentence pattern presentations in a Korean language book as a foreign language as a trifle but through this study we could be able to recognize that it is an important key to expose discourse information. Accordingly for a better efficient education, we should not simply pass over those ‘outward sides’ of an aspect of a sentence pattern presentation in Korean language books from now on.

국어교육에서 문형교육의 필요성

송창선(Song, Chang-seon) 국어교육학회 2018 국어교육연구 Vol.- No.67

The purpose of this study is to emphasize the necessity of teaching the basic sentence patterns in Korean language education. I agree to the following five basic sentence patterns of Korean which were proposed by National Institute of Korean Language(2005), and C.S. Song(2010, 2011), althoughother Korean linguistics established the various basic sentence patterns of Korean from four to eleven. Pattern 1 : Subject + Predicate Pattern 2 : Subject + Complement + Predicate Pattern 3 : Subject + Obligatoryadverbial + Predicate Pattern 4 : Subject + Object + Predicate Pattern 5 : Subject + Object + Obligatoryadverbial + Predicate I insist that we have to teach the basic sentence patterns in Korean language education, because they will be very helpful in learning Korean as a mother language as well as a second language. With regard to Korean writing, the students who have a grammatical mistake in the agreement between the subject and predicate can receive great support from the basic sentence patterns. With regard to Korean reading, the basic sentence patterns can be very helpful in grasping the meaning of the complex sentences.

어문학 : 중국인 한국어 학습자의 문형 활용도 분석을 위한 기초적 연구 - 초,중급 표현 문형을 중심으로 -

석주연 ( Ju Yeon Suk ) 조선대학교 인문학연구소 2015 인문학연구 Vol.0 No.49

본고에서는 중국인 학습자들이 작성한 한국어 작문을 바탕으로 이들이 표현 문형을 습득하고 활용한 양상을 살펴보고자 하였다. 이를 위해 본고에서는 한국어능력시험의 공개 초·중급 표현 문형의 목록을 활용하여 중국 내 대학 한국어 관련학과 3,4학년에 재학 중인 고급 한국어 학습자의 작문 71편을 분석하였다. 초·중급 표현 문형을 통틀어 1회 이상의 활용된 빈도를 살펴보면 전체 초·중급 표현문형의 46.6%가 활용되었음을 알 수 있었다. 초급 표현 문형의 경우 1회 이상 활용도가 100%인데 반해 중급 표현 문형의 경우 1회 이상 활용도는 31.9%에 그친다. 중급 표현 문형 중 단 한 번도 활용되지 않은 문형은 80개로 중급 문형전체의 69%에 달했다. 초급의 표현 문형 중 50회 이상의 고빈도를 보이는 문형은 ‘-(으)ㄹ 수 있다’, ‘-지 않다’, ‘-고 싶다’, ‘-(으)ㄹ 때’이다. 활용된 초급 문형중에는 의무양태적 성격이 분명한 문형보다는 화자가 지식이나 정보에 대한 확신의 정도를 구현하는 인식양태적 성격이 분명한 문형이 보다 더 많이 나타남을 볼수 있었다. 또 표현 문형 ‘-고 있다’는 58회의 빈도를 보여 초급 표현 문형 목록에 추가될 필요가 있어 보인다. 중급 표현 문형 중 학습자 작문에서 가장 높은 빈도로 등장하는 문형은 ‘-기 위해(서)’로 모두 22회의 빈도를 보인다. 활용된 중급 문형들 중에서는 화청자 간 대면 상황에서 많이 나타나는 의무양태성 표현들을 거의 찾아보기 힘들었으며 전반적으로 ‘-고 하-’가 생략된 인용 표현 문형이나 구어성이 높은 표현 문형들 역시 전혀 활용되지 않은 양상을 보였다. 조사된 개별 표현문형 하나하나의 빈도는 활용이 전무하거나 미미한 문형의 교수 학습 과정에 대한 피드백 방안과 활용도 증진 방안 모색을 위한 일종의 기초적 자료로서의 역할을 할 수 있을 것이다. 학습자에게 더 활용되고 덜 활용되는 표현 문형의 종류를 아는 것은 교수 학습 과정에서 학습자들에게 제공될 입력부를 학습자 친화적으로 설계하는 데 도움이 될 수 있을 것이다. I examine how frequently Korean expressive sentence patterns appear in Chinese learner corpus of Korean language and how Chinese learners make use of them in 71 writings. The 46.6% of total expressive sentence patterns were used more than once in the corpus. The 100% of basic level expressive sentence patterns were used more than once. The 31.9% of intermediate level expressive sentence patterns were used more than once. ‘-(으)ㄹ 수 있다’, ‘-지 않다’, ‘-고 싶다’, ‘-(으)ㄹ 때’ of basic level expressive sentence patterns shows high frequency of more than fifty times. The expressive sentence patterns of epistemic modality were more frequently used than those of deontic modality. ‘-고 있다’ can be added to basic expressive sentence patterns reflecting its high frequency in the corpus. ‘-기 위해(서)’ was the most frequently used sentence pattern among the intermediate expressive sentence patterns. We can find few sentence patterns of deontic modality among the intermediate expressive sentence patterns used in the learner corpus. Both the sentence patterns with -고 하- deleted and more colloquial expressive sentence patterns were never used in the learner corpus. We can make use of the frequency analysis for designing an optimal pedagogical inputs for Chinese learners.

한국어 문형에 대한 일고찰

함병호(Ham, Byeong-Ho) 동악어문학회 2020 동악어문학 Vol.81 No.-

본고는 한국어 문형의 유형과 각 유형의 특성을 논의하였다. 먼저, ‘문장의 기본적인 틀’로 정의되는 기본문형은 다음과 같은 특성을 가지고 있다. ① 필수성분으로 구성된다. ② 주어와 서술어를 갖추고 있는 평서문이다. ③ 담화 맥락을 반영하지 않으며, 무표적인 어순을 가진다. ④ 단문이다. ⑤ 명사구와 격조사가 결합한 형식이 반영된다. 문형의 유형에는 기본문형 이외에도 변이문형과 원체문형이 있다. 기본문형이 논항구조를 기반으로 설정되는 이론적인 문형인 반면에 변이문형은 선행 맥락이나 화자와 청자의 지식과 관련되어 기본문형에서 확장된 문형이기 때문에 논항구조와 정보구조가 함께 반영된 문형이다. 그리고 원체문형은 모든 문형의 출발점으로, 말하고자 하는 대상과 이에 대한 설명으로 구성된다는 점에서 인간의 사고를 반영하는 가장 추상화된 문형이면서 ‘화제-평언’의 정보구조가 반영된 문형이다. 따라서 문형은 ‘원체문형→기본문형→변이문형’의 순서로 추상적인 형식에서 구체적인 형식으로 실현된다. The aim of this paper is to review types of Korean sentence patterns and their characteristics. The main points can be summarized as follows. The basic sentence pattern is defined as the ‘basic sentence frame’ that represents various sentences. The basic sentence pattern in Korean has the following characteristics. ① The sentence pattern is composed of essential components ② The sentence pattern is a declarative sentence with subject and predicate. ③ The sentence pattern does not reflect the discourse context. ④ The sentence pattern is simple sentence ⑤ The sentence pattern reflects the form in which noun phrases and case Josa combine. In addition to the basic sentence pattern, the variant sentence pattern and the original sentence pattern exist in the sentence pattern. While the basic sentence pattern is a theoretical sentence pattern that is based on the argument structure, the variant sentence pattern is an extension of the basic sentence pattern, so it is a sentence pattern that involves information structure such as precedent context and knowledge of speakers and listeners, in addition to the argument structure. And the original sentence pattern is the starting point of all sentence, and is the most abstract sentence pattern that reflects human thinking in that the sentence consists of the object to be spoken and a description of it. Therefore, sentence patterns appear in the order of "original sentence pattern → basic sentence pattern → variant sentence pattern" from abstract form to concrete form.

학습자 중심의 한국어 문형 교육을 위한 제언

이행선(Lee, Haeng-Sun),김문기(Kim, Mun-Gi) 부산대학교 인문학연구소 2017 코기토 Vol.- No.82

이 논문에서는 한국어 교육 분야에서 ‘문형’ 교육과 관련된 사항을, 학습자 중심의 관점에서 살펴보았다. 주된 내용은 다음과 같다. 첫째, 한국어 교육에서 ‘문형’, ‘문법’, ‘표현’ 등의 용어와 개념을 구별하여 ‘문형’의 개념과 범위 설정에서 고려할 점을 논의했다. 둘째, 학습자를 고려한 문형 교육의 필요성을 논의했다. 이때 ①학습자의 수준에 따른 용언 어휘뿐만 아니라 그 의 미도 구분해 주어야 한다. ②문형의 제시 방식이 학습자가 쉽게 이해할 수 있도록 학습자의 수준을 고려해야 한다. ③문형에서 제시한 예문이 학습자들이 쉽게 이해하고 활용할 수 있어야 한다. 셋째, 한국어 교재에서 문형을 제시하는 방식에 대해 논의했다. 여기에서는 ①단원의 구성에서 ‘문형’을, ‘문법과 표현’과 구분하되 융통성 있게 적용하도록 제안했다. ②필요한 문형 정보를 학습자가 쉽게 이해할 수 있도록 제시해야 함을 제안했다. In this paper, we examined the issues related to ‘sentence pattern’ in the Korean language education considering the level of learners. First, we distinguished the terms such as ‘sentence pattern’, ‘grammar’ and ‘expression’ and discussed the points to be considered in setting the concept and scope of ‘sentence pattern’, Second, we discussed the necessity of sentence pattern education considering the learners. ① It must be sorted the predicate as well its meaning depending on the level of learners. ② The level of the learner should be considered so that the learners can easily understand how the sentence patterns are presented. ③ The examples presented in sentence patterns should be easy to understand and utilize for the learners. Third, we discussed how to present sentence patterns in Korean textbooks. ① In the composition of the unit, ‘sentence patterns’ are distinguished from ‘grammar and expression’, but it is proposed to be applied flexibly. ② We suggest that the sentence pattern’s information should be presented easy to understand and utilize for the learners. In the future, it is necessary to study the contents of sentence pattern education depending on the level of learners, the method of presenting practical sentence pattern’s information, and the effective teaching and learning method.