The alternation of ‘VN suru’ and ‘VN wo suru’ has been discussed in previous studies mainly from the perspective of verb transitivity, such as volition and lexical aspect, which two-letter Kanji have. It is already known that the conditions fo...
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https://www.riss.kr/link?id=A108360772
2022
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「VNスル」と「VNヲスル」 ; 交替条件 ; 外来語 ; ヲ格 ; VN suru and VN wo suru ; replacement condition ; loan words ; wo case
700
KCI등재
학술저널
63-81(19쪽)
0
상세조회0
다운로드다국어 초록 (Multilingual Abstract)
The alternation of ‘VN suru’ and ‘VN wo suru’ has been discussed in previous studies mainly from the perspective of verb transitivity, such as volition and lexical aspect, which two-letter Kanji have. It is already known that the conditions fo...
The alternation of ‘VN suru’ and ‘VN wo suru’ has been discussed in previous studies mainly from the perspective of verb transitivity, such as volition and lexical aspect, which two-letter Kanji have. It is already known that the conditions for establishing ‘VN wo suru’ are more restrictive than ‘VN suru’. It has not been considered how to utilize it in education. In addition, the loan word ‘VN wo suru’ is not considered. Using loan words makes it possible to express in Japanese.
Therefore, this paper qualitatively reconsiders loan words, which have not been the subject of research in previous studies, by applying them to the conditions for establishing `VN wo suru'. It hypothesized that this condition would also apply to loan words, since it has already been shown that loan words have a similar grammatical role to those of two-letter Chinese words.
The lexical restrictions of ‘VN wo suru’ are mostly applicable to loan words, but in many cases they cannot be said to be non-sentences or misuses. Therefore, It can be roughly divided into four categories: natural/acceptable/acceptable but unnatural/non-sentence. Consideration through examples verifies the difference in nuances that in ‘VN wo suru’ sentences, the VN part becomes an object rather than a predicate and becomes more involved with the object and individualized. Therefore, it is expected that learner can understand this and output it effectively.
越境学習によって創り出される水平的学習 ― 2大学の学生が協働した韓国絵本読み聞かせ会の実践を例に ―
일본어 수업에서 상호작용 활성화 방안 모색 ― 한국인의 문화적 자기관을 고려하여 ―
ジグソー法を取り入れたグループ活動における やりとりの分析 ― 問題が起きている部分に焦点を当てて ―
한국인 학습자의 일본어 부사 「よく」 습득 ― 학습자 코퍼스 I-JAS의 발화과제를 대상으로 ―