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본 연구의 목적은 중급 수준의 한국어 학습자가 맥락 요인에 따른 상대 높임 표현을 잘 사용할 수 있도록 하는 것이다. 상대 높임 표현 사용에 영향을 미치는 맥락적 요인을 지적함으로써 학습자가 상대 높임 표현 사용 시 오해나 당황스러운 상황을 겪지 않고 상대 높임 표현에 대한 포괄적인 관점을 가질 수 있도록 돕는다. 본 연구에서는 상대 높임 표현이 한국어 교재에서 어떻게 제시되어 있는지를 분석하여 한국 드라마를 통한 보충 학습 자료를 활용한 효과적인 상대 높임 표현 교육 방안을 모색하고자 한다.
한국어의 상대 높임 표현 실제로 맥락 요소에 따라 다양하게 변화된다. 그러나 현재 한국어 교육 현황은 단순히 문법 규칙 체계만을 언급할 뿐 화자와 청자의 연령, 성별, 지위 등 상황과 사회 문화적 맥락 요인에 따라 상대 높임 표현 패턴이 무엇이 달라지는지 기술하지 못한다. 이에 따라 실제 의사소통에서 어색함과 의도하지 않은 무례함이 발생하는 문제가 발생한다. 또한 이러한 복잡한 상대 높임 표현에 대한 학습자의 흥미를 높이기 위한 높임 표현 교육 방안도 고려되어야 한다.
본 논문에서는 상대 높임 표현의 사용에 영향을 미치는 맥락 요인에 대해 연구한다. 한국어 교재에 제시된 상대 높임 표현의 실제 변화 현상에 대한 기술과 분석을 바탕으로, 한국어의 상대 높임 표현에 대한 이해와 흥미를 높이기 위해 한국 드라마를 활용한 흥미로운 상대 높임 표현 교육 방안을 제안한다.
핵심어: 한국어, 상대 높임 표현, 체계기능언어학, 한국어 교재, 교수법, 드라마
#한국어 #상대 높임 표현 #체계기능언어학 #한국어 교재 #교수법 #드라마

목차

  1. 1. 서론····················································································································· 1
    1.1. 연구의 목적 및 필요성 ······································································· 1
    1.2. 선행 연구 ·································································································· 2
    1.2.1. 드라마를 활용한 한국어 교육 ························································ 2
    1.2.2. 체계기능언어학의 한국어 교육 ······················································ 4
    1.2.3. 한국어 교육에서 상대 높임 표현 교육 ······································· 5
    1.3. 연구 내용 및 방법 ················································································ 6
    2. 이론적 배경 ··································································································· 8
    2.1. 상대 높임 표현의 개념과 맥락 요인 ············································ 8
    2.1.1. 상대 높임 표현의 개념과 체계 ······················································ 8
    2.1.2. 상대 높임 표현 실현의 맥락 요인 ············································· 12
    2.1.2.1. 대화 참여자 요인 ········································································· 13
    2.1.2.2. 상황 맥락적 요인 ········································································· 17
    2.1.2.3. 사회· 문화적 맥락 요인 ································································ 19
    2.2. 체계기능언어학의 맥락 개념과 유형 ·········································· 20
    2.2.1. 상황적 맥락 요인 ············································································ 20
    2.2.2. 사회･ 문화적 맥락 요인 ·································································· 23
    2.3. 드라마와 한국어 상대 높임 표현 ················································ 24
    2.3.1. 상대 높임 표현 교육의 드라마 활용 의의 ······························ 24
    2.3.2. 드라마 선정 기준 ············································································ 25
    2.4. 언어 교수법과 과제 중심 교수법 ················································ 28
    3. 상대 높임 표현의 교재 분석 ···························································· 32
    3.1. 분석 기준 ································································································ 32
    3.2. 분석 결과 ································································································ 34
    3.2.1. 상대 높임 표현의 문법 설명 기술 양상 ··································· 34
    3.2.2. 대화문의 상대 높임 표현 양상 ··················································· 37
    3.2.2.1. 상황 맥락 요소 분석 ··································································· 38
    3.2.2.2. 대화문의 사회 문화 맥락 요인 분석 ········································· 56
    4. 한국어 학습자를 위한 상대 높임 표현 교육 방안·············· 66
    4.1. 상대 높임 표현 교육 방안 ······························································ 66
    4.1.1. 체계기능언어학 활용 ······································································ 66
    4.1.2. 드라마 학습 자료 활용 ·································································· 69
    4.1.3. 과제 중심 교수법 활용 ·································································· 71
    4.2. 드라마를 활용한 상대 높임 표현 실제 교수･ 학습 방안 ··· 73
    4.2.1. 드라마 속 상대 높임 표현 사용 양상 ······································· 73
    4.2.2. 교수･ 학습 진행 단계 ······································································ 77
    4.2.2.1. 과제 진행 전 단계 ······································································· 77
    4.2.2.2. 연습 수행 단계 ············································································· 79
    4.2.2.3. 그룹 활동 단계 ············································································· 80
    4.2.2.4. 마무리 단계 ·················································································· 82
    5. 결론·················································································································· 84
    5.1. 요약 ··········································································································· 84
    5.2. 한계점 및 제언 ····················································································· 86
    참고문헌 ················································································································88
    Abstract ···············································································································92

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