지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
School Grammar always has contained the irregularity of Korean verb conjugation as a learning subject, but the goal and value of the topic has not been clear and the appropriate method for this subject has not been discussed at all. This paper suggests that irregularities found in Korean can be properly explained by the Usage Based Model of Cognitive Grammar, and on this foundation we can find many valuable knowledges related to the problems and issues of conjugation in the context of School Grammar. From the perspective of Cognitive Grammar, the regular pattern has a great advantage in terms of entrenchment and ease of activation, but sometimes there is to be strong motivation to override this choice. We could identify some minor patterns in Korean to be motivated for avoiding ‘homonymic clash’, which means that irregularities always have specific historical origins. In Korean, it is probable that conjugations of regular verbs enjoy unit status through frequent uses, and the irregularity of verbs indicates that each of their conjugating forms has unit status. Owing to the content requirement, we can only posit schemas that are directly analogous to occurring expressions, and only the lower-level schemas are accessible for the sanction of new expression. Therefore we can explain why Korean irregular conjugations need to be learned as units, but not as the results of transformation or phonetic rules. On the foundation of this article’s notes, it is suggested that irregularity has to be presented as a dynamic network that has major and minor rules, not as a list that is stable and full of meaningless stuffs that is forced to be memorized.
목차
Ⅰ. 서론
Ⅱ. 불규칙에 대한 인지문법과 인지과학의 토대
Ⅲ. 한국어의 불규칙활용에 대한 인지적 고찰
Ⅳ. 학교 문법의 불규칙 교육에 대한 시사점
Ⅴ. 결론
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UCI(KEPA) : I410-ECN-0101-2014-700-002427790