한국인 영어 학습자의 관계절 습득에 관한 연구 = A Study on the Acquisition of Relative Clauses by Korean leaners of English

다국어 초록 (Multilingual Abstract)

Learning English relative pronouns is generally considered difficult for EFL/ESL students, especially Korean learners. Even native speakers have difficulty in acquiring relative pronouns. The structural gaps between English and Korean are larger than those between English and European languages.
This study is concerned with the relative difficulties in learning and forming relative clauses for learners. We will consider how to teach them more effectively. In this study, Kuno(1947)'s relative clauses and Keenan and Comire(1977)'s Noun Phrase Accessibility Hierarchy are used. According to Kuno's hypothesis, it is easier for learners to connect sentences at sentence-end than in the middle. Also, Keenan and Comire's hypothesis insisted learners made relative pronouns based on the Noun Phrase Accessibility Hierarchy as follows:
S> DO > IO > OP > GEN> OCOMP ( > more accessible than)
In this study, ten different types of questions about relative clauses are used. These questions are derived from Kuno's Relative Clauses and Keenan and Comire's Noun Phrase Accessibility Hierarchy. For this study, 50 questions including twenty attractors were given to 85 students living in Seoul. The experimental group was divided into A and B group. One group was the first-year high school students and the other was university students. The students were asked to solve the questions within a given time limit.
The experiment showed some interesting results. The results of Kuno hypothesis are follows: when relative clause is connected to the object in the main clauses, the students find the correct answers easily. The most difficult relative clauses is the relative clauses that is connected to the subject in the main clause. Therefore, students found relative pronouns more easily when they were located at the end rather than in the middle of sentences.
Keenan and Comire suggested that noun phrases have an accessibility hierarchy and relative pronouns have relatives difficulties. However, the A group students differ from hierarchy hypothesis as follow;
S> IO> OP> DO> GEN ( > more accessible than)
B group students result in hierarchy hypothesis as follow;
S> OP> IO> DO> GEN ( > more accessible than)
Finally, based on the findings mentioned above, the comparative difficulties of English relative clauses should be emphasized when students learn relative pronouns. This thesis suggest how teachers can teach students relative pronouns and what activities are possible to reduce student's difficulties. The most important thing is to teach relative pronouns in the meaningful context and provide enough opportunity for students to practice them.

목차 (Table of Contents)

• 제 1 장 서론 1
• 1.1. 연구의 필요성 및 목적 1
• 1.2. 연구의 구성 4
• 제 2 장 이론적 배경 5
• 2.1. 입력가설(Input Hypothesis) 5
• 2.2. 대조분석 가설(Contrastive Analysis Hypothesis) 6
• 2.3. 관계대명사의 기능과 특징 9
• 2.3.1. 관계대명사의 정의 9
• 2.3.2. 관계대명사의 용법 및 종류 13
• 2.4. 관계절 습득의 이론적 배경 20
• 2.4.1. Kuno(1974)의 관계절 습득의 난이도 20
• 2.4.2. Keenan과 Comrie(1977)의 명사구 도달가능성 순위 21
• 2.5. 선행연구 22
• 제 3 장 실험 연구 24
• 3.1. 실험 연구 목적 24
• 3.2. 실험 연구 가설 24
• 3.3. 실험 연구 대상 25
• 3.4. 실험 연구 방법 25
• 3.5. 실험 연구의 제한점 30
• 제 4 장 연구결과 31
• 4.1. A 그룹의 연구결과 31
• 4.1.1. Kuno의 관계절 위치에 따른 습득 31
• 4.1.2. Keenan과 Comrie의 명사구 도달가능성 순위 35
• 4.2. B 그룹의 연구결과 38
• 4.2.1. Kuno의 관계절 위치에 따른 습득 38
• 4.2.2. Keenan과 Comrie의 명사구 도달가능성 순위 42
• 4.3. 오류분석 45
• 4.3.1. 선행사가 주어인 객관식 문항 오류분석 45
• 4.3.2. 선행사가 목적어인 객관식 문항 오류분석 46
• 4.3.3. 선행사가 주어인 주관식 문항 오류분석 47
• 4.3.4. 선행사가 목적어인 주관식 문항 오류분석 50
• 제 5 장 A와 B 그룹의 연구결과 비교 분석 54
• 5.1. 결과분석 54
• 5.1.1. Kuno의 평균값 분석 54
• 5.1.2. Keenan과 Comrie의 명사구 도달 가능성 평균값 분석 62
• 제 6 장 결론 및 논의 70
• 참고문헌 74
• ABSTRACT 79
• 부록 81