한국어 교재의 연어 제시 방안 연구

Abstract

The purpose of this study is to contribute to develop Korean learning textbooks by researching effective and systematic presentation methods of collocations, according to recent tendencies of language education. It is aimed also to expose the importance of teaching collocation as the most effective resource in expanding language proficiency. This Study is divided up into four chapters. The first chapter introduces the established research on collocations, focusing on research in view of language learning and the study of Korean language. The second chapter concentrates on the importance of teaching collocation and to review it's definition in various studies, thereby giving a definition for the collocation as a target of Korean learning as follows: Collocation is a relationship of more than two words, which should be recognized as a word group to understand und express it's meaning. The study suggests also to include idioms and grammatical collocations to the category of collocation and to differentiate ‘collocation for expression’ from ‘collocation for comprehension’. In addition to this, various practical models of teaching collocations are introduced. On the definition above, the third chapter is devoted to analyse the presentation phenomena of collocations in Korean and German language learning textbooks. Targets of analysis are the Korean learning textbooks of Ewha University, and Seoul National University, Themen aktuell and DaFwortschatz as German learning textbooks.(1~3 level students- and workbooks respectively) The criteria of analysis are the following 3 aspects: adequacy of selection of collocations, adequacy of presentation methods of collocations and offer of Drills for expanding and exercising of collocations which are learned yet. The result of analysis showed a few problems of Korean learning textbooks. The following two problems are the most urgent to improve. First, the quantity of collocations in each level are too different, especially few collocations were presented in the level 1. It should be rectified to offer regular quantity of collocations in each level considering the degree of difficulties and theme of lessons. Second, the collocations, which are presented in relationship with the theme of each lessons, are not connected with the learning process for lack of information about patterns of collocation and appropriate Drills for exercising. On the base of the preceding argument and analysis were suggested selection- and presentation methods of collocations in Korean learning textbooks in the fourth chapter. The study suggests to make a collocation list for the Korean learner as follows: First, select collocations with high frequency in use of Korean native speakers. Second, among them select the collocations of which base belong to the ‘basic vocabulary for Korean learning'. The important suggestion for presentation methods in the study are as follows: First, the collocations should be intended and systematically presented, and in the process of ‘present - offer of information about patterns - practice'. Second, the Presentation methods of collocations should be developed in two different cases, that is in a complex textbook and in a textbook for vocabulary learning. Third, ‘collocations for expression’ and ‘collocations for comprehension’ should be presented and practiced in different ways. Collocations for expression should be presented from textbook for beginners and connected to appropriate exercises for practical use, against the collocations for comprehension can be presented focusing on understanding their meaning and practiced to promote the fluency of the advanced learners. Fourth, the collocations should be presented intendedly and repeatedly for their thorough learning. The study concludes by presenting a few practical models for presentation of collocations in Korean learning textbook considering above suggestions