이동 사건과 한국어 조사 '에', '로', '를'의 인지언어학적 연구 : 영상 도식을 바탕으로

다국어 초록 (Multilingual Abstract)

This study aims to analyze the Korean adpositions ‘ey’, ‘lo’, and ‘lul’ for the translocative event from the point of view of cognitive linguistics and suggest an effective Korean grammar education method. 'Moving' is a fundamental concept related to human physical experience, but it has different ways of construals in each language. Especially, in Korean, we use ‘ey’, ‘lo’, and ‘lul’ in the translocative events, which is the foreign learners have difficulty in delivering clear meanings and using properly. Therefore, this study attempts to clarify the process of conceptualization of ‘ey’, ‘lo’, and ‘lul’ in translocative events and to apply it to Korean education.
Chapter 2 briefly explains the cognitive linguistics concepts: figure and ground, the concept of image schema, the metaphor and metonymy, and the windowing of attention theory in the path event frame.
Chapter 3 covers the cognitive linguistic approach of ‘ey’, ‘lo’, and ‘lul’. First, the primary meaning of each adposition was extracted. Then, through a questionnaire, we examined how Korean and Chinese learners perceive the ‘ey’, ‘lo’, and ‘lul’ in translocative events. In the analysis of the results, we found out the different conceptualization process of the adposition constructions. In next step, the image schema was presented to explain the meaning and extended meaning of ‘ey’, ‘lo’, and ‘lul’.
In terms of ‘ey’, [location] which is its primary sense appears at the end of the movement, and it motivates the final windowing. So ‘ey’ focuses the result of the movement, and the changed location.
In terms of ‘lo’, its primary sense revealed as [direction] and [path] in translocative events. It motivates the medial windowing, showing the path between start point and end point of the translocative event. Since ‘lo’ does not assume the result of movement, it is more properly used to indicate the irrealis aspect.
‘lul’ evokes the entire the translocative event representing [totality] of the moving place. Also when it comes with action noun, it indicates the [purpose] of the movement. In addition, there is an extension of the semantic meaning according to metonymy process, which is the location represents the unique act occurring in the place.
In Chapter 4, we examined how the conceptualization of ‘ey VLOC’, ‘lo VLOC’, and ‘lul VLOC’ is dealt with in current Korean education through the analysis of Korean textbooks. Then the teaching methods using the Image schema and the consciousness-rasing task based on the Focus on Form are proposed.
This study deals with the conceptualization of Korean adposition based on cognitive linguistic approach. Although the cognitive linguistic approach is not familiar with Korean grammar education, it can develop insights of learners into the target language and facilitate recognition of its structure and meaning. In particular, this study explains the adposition and translocative verb construction based on the image schema. Therefore it is expected that understanding the conceptualization process based on usage rather than merely grasping the various meanings of individual adposition will be beneficial in terms of memory and use.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구 목적 1
• 1.2. 선행 연구 검토 3
• 1.3. 연구 범위 및 방향 8
• 2. 이론적 배경 11
• 2.1. 전경과 배경 11
• 2.2. 영상도식 13
• 2.3. 은유와 환유 15
• 2.4. 이동 사건 틀과 주의 창문화 16
• 3. 에, 로, 를의 인지언어학적 탐구 19
• 3.1. 에, 로, 를의 원형 장면 19
• 3.2. 이동 사건에서 에, 로, 를의 의미 30
• 3.3. 이동 사건에서 에, 로, 를의 영상도식 48
• 4. 한국어 교육에의 적용 56
• 4.1. 기존 한국어 교재 검토 56
• 4.2. 한국어 교육과 형태 초점 교수 60
• 4.3. 에, 로, 를의 교수 방안 제안 64
• 5. 결론 73
• 참고문헌 76
• ABSTRACT 81