Earticle

Little research has been done on linguistic analysis on Jejueo in general and discourse approach to various Jejueo expressions in particular. This is because Jejueo has been treated, at best, as a dialect of Korean. However, it has been noticed that the language used in Jeju is “not mutually intelligible with Standard Korean”(Cho, et al 2001, Yang 2014 et al). As an independent language, Jejueo has its own linguistic features. With this in mind, the current study is to explore the pragmatic nature of keymey in Jejueo, the language of Jeju, from a discourse-functional point of view. As an interactional communicative tool, the discourse marker serves various discourse functions such as softener, agreement, attention-calling, etc. Furthermore, this study is to classify these functions into two properties: basic property and derived property. The former has something to do with ‘polite interaction’ and the latter includes various discourse functions. In this way, it is expected that the present study manages to provide, though descriptive, discourse-functional approaches to various oral features of Jejueo.

The purpose of this paper is to reveal that ‘Gyemye’ in the Jeju dialect is also used as a discourse marker like ‘Guelsse’ in the Jeju dialect. ‘Gyemye’ is used in the utterances calling for respondent's opinions to speaker's request, order and suggestion. It is a discourse marker to indirectly express respondent's intention like lack of information, uncertainty, hiding of feelings, agreement and refusal as to speaker's any statement. ‘Gyemye’ in the Jeju dialect, which is uttered solely in the initial position of a sentence, is combined with the impolite affix ‘i’ and ‘Ge’ or honorific affix ‘yang’/‘ye’, and ‘masseum’ to emphasize its meanings.

In this paper, I observed the use of the discourse marker ‘eh’ in the first face-to-face conversation and analyzed what functions it played in the context before and after. The following summarizes the functions of the discourse marker ‘eh’ in each utterance. (1) ‘eh’ in the ‘content confirmation’ utterance performed the function of temporarily stopping the progress of the other party’s talk. In addition, ‘eh’ in the utterance of ‘information request’ performed the function of inducing more detailed information, going back to the utterance in front of the other party. (2) ‘eh’ in the ‘topic proffer’ utterance was used as a signal to change the direction of the story or action from the current story flow. (3) ‘eh’ in the ‘evaluation’ or ‘disagreement’ utterance performed the function to show attitudes and feelings that the new information content deviated from existing knowledge. (4) ‘eh’ in the ‘response to question’ utterance indicates the other person’s question was unexpected and shows the resistance to the question.

담화 표지는 담화 연구의 중요한 주제 중 하나로, 한국어 교육에서도 많은 관심을 받으면서 교육 현장에 수용되고 있다. 그렇지만 한국어 교육에서 담화 표지가 실현되는 모습을 보면그 개념이 논자에 따라 다양한 방식으로 사용됨으로써 혼란이 나타나고 있다. 본 연구는 담화표지에 대한 일관성 있는 교육적 접근을 위해, 한국어 교육에서의 담화 표지 연구 현황을 점검하고 앞으로의 방향성을 설정하는 데 목적을 두고 수행되었다. 이를 위해 2장에서는 한국어 교육 연구에서 이루어진 담화 표지 논의의 현황을 기능과 형태라는 두 방향에서 검토해 보았다. 기능 측면에서 보면 담화 표지에 대한 시각은 이를 담화의통일성을 형성하는 데 기여하는 기제로 보는 것과 담화의 구조를 나타내는 표지로 보는 것으로나뉘며, 이들은 각각 어떤 측면에서 통일성을 보는지 그리고 담화의 계층 구조 중 어디에 중점을 두는지에 따라 세분된다. 담화 표지의 형태를 설정하는 데는 여러 가지 쟁점이 있지만, 담화표지의 형태를 보는 방식은 담화 표지의 기능과 관련된 일정한 경향성을 지니고 있다. 3장에서는 한국어 교육 현장에서의 담화 표지에 대한 접근 방식을 국어 교육의 경우와 비교해서 고찰한후, 교육적 접근 방식이 사회 일반의 인식과 어떤 차이를 지니고 있는지 살펴보았다. 한국어교육에서는 담화 표지를 기능상 화용적 통일성 표지로 보면서 음성 언어에서 실현되는 감탄사나 부사를 주요 형태로 보는 데 비해, 국어 교육에서는 이를 담화의 내용 구조 표지로 보면서음성 언어에 한정짓지 않고 구절 표현까지 확대해서 보고 있다. 4장에서는 한국어 교육의 담화표지에 대한 접근 방향을 기능과 형태라는 두 측면에서 모색해 보았는데, 담화 표지에 대한일관성 있는 교육적 접근이 이루어지기 위해서는 기능에 따라 담화 표지를 담화 통일성 표지와담화 구조 표지로 나눈 후 이를 다시 세분하는 것이 필요하다. 그리고 담화 표지의 형태는기능과 관련된 경향성을 지니기에 특정한 제약 조건을 가진 일부 형태에 제한하지 않고 넓은범주에서 보되, 기능별로 지니는 형태적 특성을 고려하는 접근이 필요하다.

Discourse marker, a significant subject in discourse studies, has beenaccepted as an important issue in Korean language education. However, theaspects of discourse markers employed in Korean language education areconfused because the concept of discourse marker is understood in variousways. This study aims to examine the present situation of discourse markerstudies carried out in Korean language education and set the future properdirection for the purpose of the consistent educational approach to discoursemarkers. Chapter 2 discusses the existing discourse marker studies in Koreanlanguage education in both ways of function and form. In terms of function,views on discourse marker are divided into two sides: mechanism thatcontributes to form the coherence of discourse and marker that represents thestructure of discourse. Each of these is subdivided according to angles fromwhich coherence is considered and the points which are focused among thehierarchy structure of discourse. In regard to setting the form of discoursemarker, the way of understanding the form has consistent tendency dependingon discourse marker function, despite many debatable issues. Chapter 3 explores the differences between educational approach and generalsocial awareness, after comparing the approaching methods on the discoursemarker in Korean language education for foreigners with those of Koreanlanguage education as a mother tongue. In Korean language education forforeigners, discourse marker is considered as pragmatic coherence markerconnected with listeners and speakers. On the other hand, discourse markeris regarded as the structure marker of discourse contents in Korean languageeducation as a mother tongue. Moreover, Korean language education forforeigners understands interjections and adverbs used in the spoken languageas the major form of discourse marker, while Korean language educationsuggests that discourse markers are not limited in the spoken language butexpanded to the phrase expressions. In two aspects of function and form, chapter 4 attempts to provide the properapproach to the discourse marker that Korean language education should take. To perform the consistent educational approach to discourse marker, it isnecessary that the discourse markers are divided into discourse coherencemarker and discourse structure marker on the basis of the functions discoursemarker contains. In addition, the forms of discourse marker are viewed in broadcategory free from the specific constraints, because the general forms ofdiscourse marker have function-related tendency, but also cover specific formalcharacteristics according to functions.

이 글은 일상 대화에서 쓰인 담화 표지 ‘있잖아’의 기능을 살펴보는 것이 목적이다. 논항을 취하고 명제 내용에 관여하는 실질 용언의 ‘있잖아’와 달리, 담화 표지 ‘있잖아’는 일상 대화 속에서 다음과 같은 세 기능을 담당하고 있다. 첫째, 담화 표지 ‘있잖아’는 [마디]-[담화 표지-마디]에 놓여 화제를 도입하는 데 초점을 둔다. 그런데 앞 화제와 의미적으로 단절되어 새로 화제를 구성하는 마디의 앞에 놓이어 화제 전환에 관여할 수도 있지만, 새로 화제를 구성하더라도 앞 화제와 의미망이 여전히 연결되어 있어서 화제 추이에 관여할 수도 있다. 둘째, 화제가 바뀌는 지점에 ‘있잖아’를 두어서 청자에게 화제가 바뀐다는 신호를 일부러 보내어 청자의 주의를 환기시킨다. 이와 같이 청자에게 주의를 환기시키는 이유는, 청자에게 갑자기 새로운 지식을 활성화하도록 하는 것은 청자에게 부담을 줄 수 있어 청자의 체면을 손상할 가능성이 커지기 때문이다. 이 때 담화 표지 ‘있잖아’는 화제 이동으로 인한 청자의 체면이 손상되는 것을 막거나 줄이기 위한 공손성 장치로 쓰인다. 셋째, 화제의 내용을 잘 알고 있지만 그 화제를 지시할 정확한 언어 기호를 모를 때 어휘부에서 그 기호를 탐색하는 과정에 담화 표지 ‘있잖아’가 쓰일 수 있다.

The purpose of this paper is to deal with functions of issjanha as a discourse marker. The functions of issjanha can be divided into three types based on Maschler(2009). Firstly, issjanha has a textual function. It introduces a topic, which makes all the utterances keeping coherence in the part of conversation. It is general that issjanha consists in constructions X issjanha or issjanha X, where X is a topic. If hearer takes part in X, the hearer is not a topic but an appellation. Secondly, issjanha has an interpersonal function. Hearers usually focus on the one topic. If speakers change a topic without notifying to hearer, hearers lose face. The loss of face can be prevented with issjanha as a discourse marker. Thirdly, issjanha has a cognitive function. Though speakers know the contents of a topic, sometimes they don’t know the exact linguistic sign referring the contents. In that case speakers can use issjanha while searching for the sign, and issjanha works for keeping their turn in conversation.

구어 담화에서 사용되는 담화표지는 문법화 과정을 거쳐 새로운 의미가 부각되어 담화 상에서 다양한 기능을 수행한다. 한국어 원어민과근접한 의사소통 능력을 갖고자 하는 학습자들에게 있어서 담화표지가 필수적인 교수 내용이다. 이 연구는 중국인 중.고급 학습자를 위한 한국어 담화표지 교육 내용 구축에 주된 목적을 둔다. 이를 위해 우선 국어학 분야에서 이루어진 연구 성과를 바탕으로 일차적인 담화표지 목록을 추출한 다음 중국인을 위한 한국어교육의 실제성을 고려하면서 선정 기준을 세워서 최종적인 담화표지 교육 내용을 제시하였다.

Discourse markers haverich conversational functions along with the variation of meanings inspoken language. This phenomenon is concerned to grammaticalization. This study is about the contents construction of Korean discourse markerseducation and aims to select discourse markers that are suitable forintermediate and advanced Chinese students to learn. First, some primarydiscourse markers that are addressed in preceding studies from theperspective of Korean language education (KLE) will be selected. Thenaccording to the selection criteria for Chinese learners, the ultimateeducational contents will be given out.

It has been indicated in anthropology and linguistics that there are some differences in the use of words by gender. This paper looked at major studies about the concept and definition of the discourse marker in language which is appeared differently by gender. It was also classified the discourse marker which are used differently by the male and female through the research on the type and style of the discourse marker in Korean. Based on these research, the difference in the use of the discourse marker between the native Korean and Chinese who is learning Korean was compared. The reason is to show characteristics in how the Chinese Korean learner uses the Korean discourse marker. Finally, the basic date was presented in order to encourage Korean learners in the use of the appropriate discourse markers for the more fluent speaking in Korean.

The aim of this study is to clarify the semantic and pragmatic functions of indeed as a discourse marker. Although it has been highly placed among the whole discourse markers, indeed has not received much attention and its functions have not been clearly provided. Accordingly, the study examines how to classify the discourse markers in the previous studies and explores the meanings of indeed as a modal adverb and functions as a discourse marker. Presupposing that the meanings of indeed as an adverb and a discourse marker are not irrelevant, this study presents three functions of indeed in a discourse, such as intensifying, confirming, and adding extra information. This study has the following significances. The study has comprehensively analyzed the functions of indeed by using BNC web data and clarify functions of indeed.

본 연구는 ‘그러니까’의 화용론적인 의미 기능을 유형화하고 문어 말뭉치에 나타난 ‘그러니까’의 의미 기능 실현 양상을 살펴보는 것을 목적으로 한다. 화용론적 중의성을 인지적 접근법으로 설명한 Sweetser(1990)의 이론을 살펴보고, 이것이 한국어 접속 부사 ‘그러니까’에 어떻게 대응되어 나타나는지를 살펴보았다. 이를 바탕으로 문어 텍스트에 나타난 ‘그러니까’의 실현 양상을 고찰하였다. 그 결과 다음과 같은 사실을 알게 되었다. 첫째, ‘-니까’와 ‘그러니까’의 의미 기능이 상관관계가 있으며 연결 어미 ‘-니까’가 ‘그러니까’의 의미 기능 형성의 동인임을 확인할 수 있었다. 둘째, ‘그러니까’는 영어의 ‘because’와 마찬가지로 내용 영역과 인식 영역, 그리고 화행 영역 세가지 영역에서 모두 사용되었다. 셋째, 문어 텍스트에 나타난 ‘그러니까’는 인식 영역에서의 쓰임이 가장 활발하였으며 내용 영역에서의쓰임은 가장 적은 것으로 나타났다. 넷째, 의미 기능에 따라 ‘그러니까’의 통사적 위치가 달라졌다. 본고는 대상 말뭉치의 장르가 한정되 었다는 점과 ‘그러-’ 계열의 다른 접속 부사들과 어떤 차이점이 있는지 검토가 필요하다는 점에서 한계점이 있다. 그럼에도 불구하고 ‘그러니까’의 화용론적인 의미 기능을 유형화하고 문어 말뭉치에 나타난 ‘그러니까’의 실현 양상을 보여 주었다는 데에 의의가 있다.

The purpose of this study is to classify the pragmatic-semantic function of ‘Geureonikka’ and to explore the pragmatic-semantic function and realization aspect of ‘Geureonikka’ through an analysis of a written Korean corpus. Therefore, Sweetser’s(1990) cognitive approach to the analysis of pragmatic ambiguity was examined, and his theory was applied to describe the realization aspect in a written Korean corpus of the conjunctive adverb ‘Geureonikka’. Subsequently, four findings were identified. First, the semantic function of ‘-nikka’ correlates with that of ‘Geureonikka’. and the connective ending ‘-nikka’ was verified as a cause for the semantic function formation of ‘Geureonikka’. Second, similar to ‘because’ in English, ‘Geureonikka’ was used in every domain: content connection, epistemic connection, and speech-act connection. Third, ‘Geureonikka’ in a written Korean corpus was extensively used in epistemic connection while it was infrequently used in content connection. Fourth, the syntactic position of ‘Geureonikka’ was determined by the semantic function of ‘Geureonikka’. The limitations of this study were also identified: (i) The analyzed genre of a written Korean corpus was limited, and (ii) further research is needed to investigate similar conjunctive adverbs to ‘Geureo’ to reveal their differences from ‘Geureonikka’. Nevertheless, this research is meaningful as the pragmatic-semantic function of ‘Geureonikka’ was classified and the realization aspect of ‘Geureonikka’ in a written Korean corpus was demonstrated. (Yeungnam University)

본 연구의 목적은 한국어 모어 화자의 실제 언어 자료인 텍스트 유형별 말뭉치와 한국어 교육용 텍스트인 한국어 교재 말뭉치에 나타나는 ‘그러면’의 용례를 계량적으로 분석하여 사용 양상을 기술하고 두 말뭉치에서의 쓰임을 비교하는 데 있다. 이를 위하여 ‘그러면’을 사전에서 풀이하는 의미에 따라 용언의 활용형, 접속 부사, 담화 표지의 세 가지 범주로 구분하고 각각의 용례들을 분류하였다. 분류 결과 텍스트유형별 말뭉치와 한국어 교재 말뭉치모두 ‘접속 부사>담화 표지>용언의 활용형’ 순으로 ‘그러면’이 쓰이는 것을 확인할 수 있었다. 한국어 교재 말뭉치의 경우 전체 ‘그러면’ 용례의 절반 이상이 접속 부사로 사용되는 양상을 보여 실제 언어 자료에서의 분포와 다소 차이가 있었고두 말뭉치 모두 담화 표지로 쓰이는 용례의 분포에서는 두드러진 차이가 나타나지 않았다. 그리고 용언의 활용형으로 사용되는 ‘그러면’의양상을 살펴본 결과 특히 한국어 교재 말뭉치에서 다른 범주에 비해낮은 분포를 보이는 것을 확인할 수 있었다. 이러한 분석 결과는 한국어 교육용 텍스트가 보다 실제적인 언어 사용을 반영하여 구성되어야할 필요성을 보여준다.

This study aims to qualitatively analyze examples of ‘Geureomyeon’ in two types of corpora, a Korean register corpus and a Korean textbook corpus, by describing the aspects of uses and comparing their uses in a respective corpus. To this end, first, the use of ‘Geureomyeon’ was classified into three categories -conjugated form, conjunctive adverb, and discourse marker- in accordance with their definitions suggested in a Korean dictionary. The next step was to analyze the examples, as a result, it was found that both corpus illustrated the same ordering by frequency. Conjunctive adverbs constituted the most frequent, discourse marker was the second most and conjugated form accounts for the least. In case of the Korean textbook corpus, more than half of the examples of ‘Geureomyeon’ were employed as conjunctive adverbs, showing a certain degree of difference from real language data. Meanwhile, both corpus did not show significant differences in the use of ‘Geureomyeon’ as a purpose of discourse marker. Lastly, the examples classified as conjugated forms accounted for a lower proportion of use, particularly in the Korean textbook corpus, than those of other categories. These results indicated that Korean language text for education should reflect Korean usage more realistically.(Yonsei University)

본고에서는 제로형 인용형식에 동반되는 웃음에 주목하여 웃음이 인용표지로서의 기능을 다하는 것에 대해 논했다. 인용이라는 표현 형식이 ‘객체화(客体化)된 자기’ 를 포함한 타자의 말을 대화 참여자와 공유하기 위한 것이며, 인용부분의 원래 발 화, 즉 원발화가 어디에서 인용되었으며 어디를 향해 가는가 하는 공간적인 관점에 서 봄으로써 원발화가 회화 내에 있는지 혹은 회화 밖에 있는지로 나눠서 볼 수 있 게 되었다. 원발화가 회화 내에 있는 경우, 발화자가 잘라낸 발화를 ‘웃어야 하는 부분’임을 나타내는 ‘웃음의 대상화’가 인용 부분에 이루어지며, 일본 만담에서 보이 는 ‘씃코미’(=ツッコミ, 발화 중 웃음을 유발할만한 부분을 농담처럼 지적하듯이 하 는 말)를 하는 역할로서의 발화를 끝내는 인용표지로서 웃음이 표출되는 것에 대해 논했다. 원발화가 회화 밖에 있는 경우, 객체화된 자기의 말을 인용한 ‘자기상정인 용(自己想定引用)’이 타자에게 향하는 경우와, 타자(객체화된 자기를 포함)의 말인 원발화가 연속해서 나타나면서 일종의 극장과 같은 장면이 펼처지는 경우에 대해 논했다. 자기상정인용이 타자를 향해 발화가 행해지는 유형은 이에 동반되는 웃음이 원발화에 대한 화자의 심적 태도뿐만 아니라 화자가 자기상정인용을 하고 있다는 것 자체에 대한 심적 태도를 나타내는 측면이 있으며 인용표지로서의 기능을 가지 고 있다는 것을 확인하였다. 또한 복수의 원발화에 의한 극장화는 한명이 두명의 역 할을 하는 일인극이 되는 유형과, 한명이 하나의 역할로 완결되는 유형을 볼 수 있 었다. 이 극장화 유형에서도 타자의 말을 인용하는 것 자체에 대한 심적 태도가 웃 음으로 표출되고 있으며 인용임을 제시하는 인용표지로서 기능하는 측면에 대해 알 수 있었다.

The current study focused on zero-marked quotative form and discussed how laughter can function as a quotative marker. When viewed from a spatial perspective, it becomes clear whether the original utterance is shared within or outside a conversation. When the original utterance is within the conversation, laughter accompanying quotations signifies the place ‘where to laugh’, or objectification of the punchline, and then it plays the role of a quotative marker. When the original utterance is outside the conversation, there are two different types of zero-marked quotative. One is hypothetical self-quotation, whose original utterances are objectified as self-utterances, i.e. speaking toward others. The other is the sequence of quotations from others including objectified self, producing a theatrical scene in the conversation. The laughter accompanying the hypothetical self-quotations not only represents mental attitude toward the original utterance, but also the fact that the speaker is quoting; in other words, laughter is functioning as a quotative marker. In a theater scene with sequence of quotations, the speaker plays either double roles or single role. In this pattern of zero-marked quotative, they include the laughter as quotative markers, which represent the mental attitude to the fact that the speaker is making a quotation.

This paper addresses the Korean plural suffix -tul which started out as a noun with the meaning of ‘others (of a similar kind)’ or ‘these (just listed)’ and grammaticalized into a bound plural suffix. One peculiarity in Present-Day Korean is that it became reanalyzed as a formant whose function is not merely a pluralizer but also a discourse marker signaling the speaker's attitudes. Its development presents a number of intriguing aspects of grammaticalization. It shows not only the traditional [lexical > grammatical] change but also [grammatical > discourse] change. It also exhibits ‘persistence’ in that its presence usually implies plurality of the sentential subject. Further, it strongly suggests that language users often use intercategorial analogy in grammaticalization, a point argued for in recent literature. This paper shows the intercategorial fluidity that lingers around the grammaticalizing form and intersubjectification that constantly pushes a form into the interpersonal domain.

In this study, the usage of discourse markers in conversations between friends of Japanese female high school students and conversations between friends of Japanese female university students was analyzed. The results of this study could be summarized as follows. The types of discourse markers used in actual conversations are not so different between those of female high school students and those of female university students. Moreover, in both conversations, there are common tendencies in that the proportion of ‘なんか’ is the highest, and the proportion is high in order of ‘じゃない(か)’, とか’, みたいだ’, ‘ちょっと’. However, there were differences in detail usage patterns between female high school students and female university students. in that the preferred discourse markers in both conversations are different and abbreviations are often used in conversations between female high school students. On the other hand, the frequency of use of the discourse markers was higher in conversations between female university students, compared with conversations between female high school students. Multiple discourse markers were used in a single utterance, and this tendency was remarkable even in the co-use of ‘なんか’.

The focus on EFL listening has increased in Taiwan. Although previous studies have confirmed the effectiveness of language learners’ knowledge of discourse markers (DMs) in facilitating their listening comprehension, the time spent on DM instruction is relatively short. Hence, the researcher conducted a corpus-based analysis of the DMs used in junior high school English textbooks, listening workbooks, and the English test in the Comprehensive Assessment Program for Junior High School Students (CAP). The study explored the types of exposure to DMs learners received and sought to determine whether textbook and test writers placed adequate emphasis on DMs. The results revealed that the English textbook and CAP English test corpora had higher frequencies of DMs than the listening workbook corpus. The DMs identified in the three corpora were multi-functional and involved using the senses most common to native speakers’ speech. They demonstrated a clear distinction between spoken and written English. However, the DM distributions were mainly limited to the sentence-initial position. Therefore, textbook writers were suggested to focus more on DM distribution and context. Teachers and learners should be aware of the role of DMs in EFL listening comprehension, familiarize themselves with DMs displayed in textbooks, and use authentic listening materials to compensate for textbook deficiencies.

This study aims to examine the use of hedges in L2 college students’ writings and see whether the genre of writing affects their use of hedges. The proper use of hedges is particularly problematic discourse feature of L2 writing. The study, therefore, analyzes the use of hedges in L2 college students’ writings of five different genres; narrative, comparison, cause-effect, argumentative, and reaction essays. The results show that Korean writers generally tend to be affected by different genres when they write English essays, so they use hedging items with epistemic meanings differently between narrative and expository genres. Suggestions were made for using computer corpora in understanding EFL learners’ language difficulties and helping them develop communicative and pragmatic competence. The findings also give some pedagogical implications for teaching strategies to raise genre-specific as well as culture specific awareness in L2 writings.

On ne pourra porter un jugement valide sur la performance des apprentis-traducteurs que dans la mesure où l’enseignement et l’apprentissage se seront inspirés des mêmes critères que ceux qui sous-tendront l’évaluation et que ces critères, ou attentes, auront été clairement définis et communiqués aux étudiants (Adab, 2000). Or, la production d’une traduction « raisonnée » constituerait une attente incontournable aux yeux de la plupart des enseignants : la traduction doit « faire du sens » du début jusqu’à la fin. De là à conclure que le raisonnement représente une compétence clé en traduction. Cependant, rares sont les traductologues qui intègrent le raisonnement dans leur liste de compétences de base. Le présent article a donc pour but de proposer deux outils permettant de corriger cette lacune. D’abord, l’auteur veut démontrer l’application d’un modèle d’appréciation de la qualité traductionnelle axé sur l’analyse des structures argumentatives (Williams, 2004) comme moyen de développer et d’évaluer la capacité de raisonner de l’apprenti-traducteur. Ensuite, il tente d’expliquer l’échec des étudiants sur ce plan en puisant dans les principes de la théorie de la pertinence (Sperber et Wilson, 1995) comme moyen de faire la lumière sur l’étiologie de l’erreur et sur l’incapacité des étudiants à exploiter leur « environnement cognitif » et à saisir ainsi les relations conceptuelles et propositionnelles du texte de départ.

The purpose of this study is to examine the distributional patterns of relative pronouns and identify the pragmatic factors that affect the choice of a particular type of relative pronoun in discourse. To find out the pragmatic factors that characterize the use of relative pronouns, we examined overall types of relative pronouns employed in discourse on a corpus-based analysis, and investigated the combinational patterns of relative clauses in written and spoken discourse. The findings from the data analysis showed that relative pronouns, as an ‘accessibility marker’, can be a parameter in combining with a particular type of relative clause in discourse as follows: 1) ‘salience’ function: zero < that < which < who < whom; 2) ‘unification’ function: zero > that > which or who > whom. Consequently, we claim that the choice of an antecedent-relative pronoun combination is determined by the pragmatic factors such as ‘salience’ and ‘unification’, which contribute to the facilitation of language processing and production.

이 연구는 이정모와 이재호(2004)에서 관찰된 성별표지와 언급순서의 상호작용 효과가 다른 실험 과제와 실험 조건에도 반영되는지를 확인하고자 하였다. 실험 1에서는 선행어가 고유명사이며 성별단서가 애매한 조건에서 명명과제를 적용하였다. 두 변인의 효과는 관찰되지 않았다. 실험 2에서는 선행어가 역할명사이며 역시 성별단서가 애매한 조건에서 명명과제를 적용하였다. 언급순서의 효과만 관찰되었다. 실험 3에서는 두 변인의 효과를 선행어가 고유명사이며 성별단서가 명료한 조건에서 문장읽기과제와 탐사재인과제를 적용하여 살펴보았다. 성별표지의 효과가 읽기시간에만 반영되었다. 세 실험의 결과는 대명사의 성별표지와 언급순서가 참조해결에 작용하는 제약들의 만족에 따라 역동적으로 상호작용할 가능성을 보였다.

Three experiments were conducted to explore the interactive effect of antecedent's gender marker and mention order on pronoun referential resolution. In Experiment 1, using proper name for antecedents, Participants were read the sentences by RSVP and naming to antecedent words. The results showed that any variable did not sensitive to naming time. In Experiment 2, Participants were read the sentences by RSVP and name to antecedent words. The results showed that the effect of mention order was found. The first mentioned antecedent faster than the second mentioned condition for naming time. In Experiment 3, using proper name for antecedents, Participants were read the sentences by self-paced and probe recognition to antecedent words in unambiguous gender cue and subject-subject condition. The results showed that main effects of antecedent's gender marker in self-paced reading time. The female marker condition slower than the male condition. using role name for antecedents, These results were discussed from a point of view of dynamically interactive models for pronoun resolution.

본 연구에서는 한국인일본어학습자가 음운, 어휘, 문법 등 일본어의 구조적 요소를 능 숙하게 구사함에도 불구하고 일본인모어화자와의 커뮤니케이션에서 위화감을 느끼는 이유가 일본인 고유의 담화전개방식에 대한 충분한 이해와 습득이 이루어지지 않았기 때문이라고 생각하여 이를 구체적으로 밝히고자 하였다. 이를 위해 본 연구에서는 일본어 담화전개방법에서 중요한 역할을 차지하고 있는 담 화표지 ‘やはり’에 주목하여 애니메이션과 TV 드라마를 대상으로 해당 담화표지의 사 용 경향을 분석하였다. 분석 결과, ‘やはり’는 공유된 정보를 전제로 한다는 것을 상대에게 나타내면서 이야 기를 전개하기 위한 담화표지로 기능하고 있다는 것을 알 수 있었다. 또한 ‘やはり’는 주 로 단독으로 사용되는 경우가 많았으며 ‘よね(↗)’와 같은 표현과 결합하여 화자가 공유 정보를 전제로 함과 동시에 그 정보의 공유를 확인하면서 담화를 진행하는 경향이 강하 게 나타났다. 반면, ‘ほら’와 같은 공유정보를 환기하는 표현과 결합하여 사용되는 경우는 상대적으로 적게 관찰되었다. 향후 본 연구 결과를 바탕으로 한국인일본어학습자의 실질적인 의사소통 능력을 강 화할 수 있는 교육 자료 개발이 필요하다고 생각된다. 또한 애니메이션이나 TV 드라마 뿐만 아니라 보다 실제적인 일상 회화를 반영하고 있다고 생각되는 회화 코퍼스 자료를 활용하여 연구를 진행함으로써 한국인일본어학습자가 일본인모어화자와의 자연스러 운 커뮤니케이션을 효과적으로 수행할 수 있도록 돕는 데 기여하고자 한다. 더 나아가 향 후 회화 장면에서 자주 사용되는 다른 담화표지들에 대한 심층적인 분석을 통해 연구 범위를 확장할 필요가 있다고 생각된다.

This study aims to investigate why Korean learners of Japanese often experience discomfort in communication with native Japanese speakers, despite their proficiency in the phonological, lexical, and grammatical aspects of the language. It is hypothesized that this issue stems from an insufficient understanding and acquisition of the unique discourse development patterns for native Japanese speakers. To address this, the study focuses on the discourse marker, YAHARI, which plays a critical role in Japanese discourse development, and analyzes its usage trends in Japanese animations and TV dramas. As a result, YAHARI was found to function as a discourse marker to convey shared information as a premise to advance the conversation. Also, YAHARI was found to be used independently and frequently combined with expressions like ‘YONE’ to confirm shared knowledge while progressing the discourse. In contrast, its combination with expressions like ‘HORA’, which explicitly prompt shared information, was observed less frequently. Based on these findings, it is suggested that educational materials aimed at improving the practical communication skills of Korean learners of Japanese be developed. Furthermore, future research should incorporate conversation corpora reflecting real-life conversational scenarios beyond animations and TV dramas to provide a more dynamic perspective. This approach would support Korean learners in achieving more natural communication with native Japanese speakers. Additionally, expanding the scope of research through in-depth analyses of other commonly used discourse markers in conversational contexts will be necessary.