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A Study on Postnominals in Korean Education - With a focus on verbal construction -

  • Journal of Humanities
  • 2019, (74), pp.135-176
  • DOI : 10.31310/HUM.074.05
  • Publisher : Institute for Humanities
  • Research Area : Humanities > Other Humanities
  • Received : July 7, 2019
  • Accepted : August 14, 2019
  • Published : August 31, 2019

limkjinsuk 1

1부산외국어대학교

Accredited

ABSTRACT

The purposes of this study are to reestablish the concept of verbal construction-based postnominals and set their criteria in Korean language education, make a list of them, and propose implications for plans for their use in Korean education. In Korean education, verbal construction-based postnominals have several problems including no unification of their terms, lack of accuracy in their concept, no clear boundaries between their forms, and few cases of independent research on them. Based on recognition of these problems and a detailed analysis of previous studies on them along with teaching materials and Korean grammar books and dictionaries, the study argued that there should be explicit presentations of verbal construction-based postnominals and rearranged their list. The criteria were as follows: first, the construction of verbal construction-based postnominals takes the form of "postposition + conjugated ending of an incomplete predicate"; second, postpositions before incomplete predicates should be fixed in their forms; and third, incomplete predicates in postnominals have limitations with their ending utilization and can appear only in certain conjugated forms. It is important to deliver explicitly the forms of postpositions fixed in verbal construction-based postnominals such as ‘reul/eul, e, (eu)ro, neun/eun, gwa/wa, ege, eda’ and ‘edo’ first. It is needed to tell explicitly that there are ending limitations in ending utilization in such connection and modifier forms as ‘‘go’, ‘eo/a/hae(seo)’, and ‘(eu)myeon’. There is another need to tell the patterns of ending utilization with a conjugated form from those with two or three in Korean education. The present study holds its significance in that it has classified the lists of verbal construction-based postnominals in Korean education and provided implications to help learners promote their Korean language competency through explicit instructions.

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