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This paper aims to examine the perceptions of Korean language learners regarding Korean reason expressions based on the theory of information structure. To achieve this, previous studies on information structure were reviewed, with a focus on the concepts of topic and focus, which are critical issues in the information structure of the Korean language. Furthermore, the study examined discourse containing Korean reason expressions from the perspective of information structure, followed by an analysis of the interview content of Korean language learners according to Korean language register of native Korean speakers.
The analysis of the interview content from the learners was based on Kim Jung-hyo’s study(2024), which explored teaching methods for similar grammar of the Korean reason expressions ‘-aseo/eoseo’, ‘-(eu)nikka’, and ‘-gi ttaemune’. The media used in the interviews included discourse in both spoken and written language, as well as formal and informal contexts. The research participants consisted of learners from Chinese, English, Vietnamese, and Japanese language backgrounds. This study highlights discrepancies between the theories established in previous research on information structure and the learners’ perceptions. Consequently, it suggested the necesscity for further research on this topic. Thus, this paper examined the learners’ perceptions as reflected in the interview content, with a focus on topic and focus.
This study holds significance in that it extends beyond existing research, which analyzed information structure based on usage, and sought to examine the perceptions of Korean language learners using the theory of information structure. Korean language learners placed significant emphasis on the distinction between new and old information, particularly regarding the presence or absence of shared information between the speakers and listeners. They also adjusted the focus of the topic based on their understanding of the pragmatic context. This suggests that Korean language learners comprehend and realize the referential givenness of topics and use focus as a linguistic element to convey key information.
The analysis of the interview content from the learners was based on Kim Jung-hyo’s study(2024), which explored teaching methods for similar grammar of the Korean reason expressions ‘-aseo/eoseo’, ‘-(eu)nikka’, and ‘-gi ttaemune’. The media used in the interviews included discourse in both spoken and written language, as well as formal and informal contexts. The research participants consisted of learners from Chinese, English, Vietnamese, and Japanese language backgrounds. This study highlights discrepancies between the theories established in previous research on information structure and the learners’ perceptions. Consequently, it suggested the necesscity for further research on this topic. Thus, this paper examined the learners’ perceptions as reflected in the interview content, with a focus on topic and focus.
This study holds significance in that it extends beyond existing research, which analyzed information structure based on usage, and sought to examine the perceptions of Korean language learners using the theory of information structure. Korean language learners placed significant emphasis on the distinction between new and old information, particularly regarding the presence or absence of shared information between the speakers and listeners. They also adjusted the focus of the topic based on their understanding of the pragmatic context. This suggests that Korean language learners comprehend and realize the referential givenness of topics and use focus as a linguistic element to convey key information.
목차
1. 서론
2. 한국어 이유 표현의 정보 구조
3. 한국어 정보 구조에 대한 학습자 인식
4. 결론 및 제언
참고문헌
Abstract
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