Earticle

The complementizer -ko in Korean before verbs of saying and thinking indicates the domain of speech and does not, have any modality. When it occurs with verbs of perception, it has a modality function, which indicates indirect evidence. In the so-called subject-to-object raising sentence, the raised nominal is not the grammatical subject of the complement but a previously mentioned discourse topic. By raising this topic, a speaker encodes a 'doubt in truth modality of the -ko complement clause.

Based on M. A. K. Halliday’s modality system in Appraisal Theory and the Theory of Dialogic Space, this paper explores how modality and metaphors of modality are manipulated to the construction of the dialogic space in academic discourse via marking and statistics of the phenomena of modality and metaphor of modality in self-built academic English corpus. The findings of this study reveal that the construction of the dialogic space is subject to the three dimensions of modality and metaphor of modality: orientation, value and polarity. In the orientation of modality, both implicit and explicit expressions can regulate the size of the dialogic space. Although used less frequently, metaphor of modality regulates more degree of freedom in the dialogic space. In terms of the value of modality, it is inversely related to the openness value of the dialogic space. The polarity of modality closes the dialogic space in different degrees.

This paper argues that modality should be recognized as an independent grammatical category, since it behaves separately from proposition in terms of time and negation. Modality in English is typically expressed by modal verbs, and they are divided into epistemic, deontic, and dynamic in the spirit of Palmer (1986, 1987). These three types of modals exhibit different behaviors in terms of time and negation. First, with epistemic modals only the proposition is marked for time, but either the modality or the proposition is marked for negation. Second, with deontic modals time cannot be marked either on the modality or on the proposition due to their performative disposition. For negation, only the modality is normally negated for possibility, but the proposition is negated for necessity. Finally, with dynamic modals only the modality is marked for time and negation in a straightforward manner. This complicated system of time and negation in English modals leads Korean EFL learners to commit a host of errors in their interpretation, and they should be taught modality and proposition separately in terms of time and negation.

This paper is designed to show the diachronic syntactic changes from Old English (OE) to Present-day English (PE), taking the Parable of the Rich Man and Lazarus (Luke 16:19-31) as a specific illustrative example. The focus is on tense, aspect, and modality; It is described and explained how the tense, aspect, and modality of OE changed to those of PE through Middle English (ME) and Early Modern English (ENE). Concerning the changes of the tense, aspect, and modality of the English language from OE through ME and ENE to PE, these are characterized as the changes from contextualization to decontextualization. For example, the OE sentence We doþ ealle Drihtnes word, þe he spræc (Exodus 24:3) is literally translated as ‘we do all the Lord’s words which he spoke.’ This word-for-word translation corresponds to the PE sentence We will do all the words which the LORD has spoken! In OE the meaning of the simple present was determined as being either the simple present tense or the future depending on context, this being the result of contextualization (disambiguation strategy by context). However, in PE the simple present and future tense are differentiated in form, as shown above for PE sentence; this results from the process of decontextualization.

Thoughts over how to deliver overall meanings properly in translation have been made a lot as it is witnessed in such issues as cultureme translation, idiom translation, and equivalence matter, etc. Translators in reality, however, face problems that are frequently related to detailed grammar. The translators struggle to make the best decision at the micro level, such as selecting specific kinds of postpositional words and how to translate passive forms, which requires the translators to be equipped with grammatical knowledge of each language. Modality translation is a case in point. Japanese and Korean languages are similar in terms of syntactic structures and the modality that expresses the psychological status of speakers/writers is realized at the end of sentences. Yet, the modal expressions are not literally translated in real translation. Similar kinds of modal expressions exist in each language and they have been analyzed and categorized in a diverse manner. The outcomes of the analysis and categorization need to be applied to real translation. To this end, this paper analyzes literary works (novels) that have various kinds of modal expressions. The categories of modal expressions, epistemic modality in particular, are made to compare and contrast Korean and Japanese translations. The epistemic modal expressions are extracted from TT, and the meanings of each expression are analyzed under the category of literal translation, translation that uses different forms of modality, and translation that doesn't use modal expressions. The values of modality in Korean and Japanese languages are also examined with reference to the categorizing and value setting done by Halliday (2004) who applied systemic functional grammar, which ultimately makes it possible in this paper to look into the modality value difference between ST and TT.

This study examines the middle Korean modality marker ‘–Rireo-’, redefining it not as a mere tense marker but as a grammatical indicator of logical certainty. While previous research has primarily interpreted ‘–Rireo-’ within the framework of retrospective future or counterfactual conditionals, this study argues that it more accurately expresses logical certainty based on prior epistemic evaluation. A comparative analysis with ‘-Rieo-’ reveals that whereas ‘-Rieo-’ encodes immediate speaker certainty, ‘-Rireo-’ marks inferred certainty grounded in earlier recognition. By establishing ‘-Rireo-’ as a marker of logical certainty, this study contributes to a more refined typology of modal expressions in the historical grammar of Korean.

본고는 한국어 ‘-고 하-’ 융합형 종결어미에 나타나는 감정 양태의 의미를 살피고 한국어 교육 현장에서 감정 양태의 교육적 접근에 활용할 수 있는 방향을 제시한다. 실제적인 한국어 구어 교육을 위해서는 담화 차원의 맥락이 필요하고 어떤 상황에서 어떤 언어 형식이 감정 양태를 표현하는지 알기 위해 담화 맥락이 있는 말뭉치 자료를 통해 살펴볼 필요가 있다. 이에 본 연구에서는 담화 분석을 통해 ‘-고 하-’ 융합형 종결어미에 나타나는 감정 양태의 의미들을 분석하였다. ‘-다고’, ‘-다니’, ‘-다면서’, ‘-다니까’, 의 평서형, 의문형, 명령형, 청유형까지 분석 대상으로 삼았다. 말뭉치 자료로 TV 드라마 대본 210편의 약 15,500,722어절과 30편의 영화 시나리오 415, 739어절을 사용하였다. 담화 분석을 통해 긍정적인 감정과 부정적인 감정의 다양한 하위 의미 영역을 살폈다. 한국어 구어 상황에서 높은 빈도로 나타나는 ‘-고 하-’ 융합형 종결어미는 화자가 자신의 감정을 언어적으로 표현할 때 선택하는 언어 형식으로 나타나며 실제적인 한국어 구어 교육을 위해 한국어 교육에서 문법 항목으로 다양한 담화 상황에 접목하여 교수할 필요가 있다.

This study aimed to examine emotional modality and the semantic domains of emotional modality in the final ending of the fused form “-go ha” in the Korean language. The study presents an emotional modality educational approach to Korean language education. A discourse context is needed for practical Korean spoken language education, and investigating corpus data with a discourse context is necessary to understand the language forms that express emotional modality under specific situations. Therefore, the study analyzes emotional modality appearing at the end of the fused “-go-ha-“ type through discourse analysis, by examining “-dago, -dani, -damyenseo, -danikka,” the declarative, interrogative, imperative, and conjugated forms of request types. The corpora materials used in the discourse analysis include approximately 15,500,722 phrases from the scripts of 210 TV drama episodes and 415,739 phrases from 30 movies. The results show the speakers' various sub-semantic areas of positive and negative emotions. In the Korean spoken language, the final ending of the fused form of ‘-go ha-’ appears with a high frequency as a language form chosen to express the speaker's emotions. Teaching the Korean language by incorporating it into various discourse situations as a grammar item is necessary for practical Korean spoken language education.

본 연구에서는 한국어 학습자의 자유대화 발화 자료를 분석하여 의지․의도 양태의 사용 양상을 종적으로 살펴보고자 하였다. 이를 위해 한국어 학습자 6명에 대해 1년 5개월 동안 수집한 ‘한국어 학습자 종적 구어 말뭉치’에서 의지․의도 양태 표현 733건을 추출하고 그 사용 빈도와 출현 순서, 정확도와 오류 양상을 분석하였다. 양태 표현의 사용 빈도는 ‘-을 것이다> -으려고 하다> -을게> -을래’의 순으로 나타났고, 출현 순서는 대체로 ‘-을 것이다> -을게, -으려고 하다> -을래’의 순으로 나타났다. 한국어 학습 초기부터 광범위하고 활발하게 사용된 ‘-을 것이다’를 제외하고는 해당 양태 표현의 학습 시기와 출현 순서의 격차가 컸다. 의지․의도 양태 표현의 오류는 주로 의미․화용적인 층위에서 나타난 대치 오류였다. 본 연구는 학습자들의 발화를 종적으로 살펴보고 그 사용 양상을 탐구했다는 데에 의의가 있다.

In this study, the characteristics of Korean learners’ modality of will and intention are examined by analyzing free conversation speech data. For this purpose, 733 cases of will and intention modality expressions were extracted from the “Longitudinal spoken language corpus of Korean learners.” Data were longitudinally collected from six Korean learners for one year and five months, and the frequency of use, appearance order, accuracy, and error aspect of these constructions were analyzed. The frequency of use in modality expressions is found in the order of “-eul gusida> -euryeogo hada> -eulge> -eulrae,” and the appearance order is generally found in the order of “-eul gusida> -eulge, -euryeogo hada> -eulrae.” Excluding “-eul gusida,” which is used extensively and actively from the initial stage of Korean learning, the gaps of time between learning and the appearance of the modality expressions are enormous. The errors in will and intention modality structures are typically replacement errors occurring in semantic and pragmatic layers. This study is significant in that the development of modality in a Korean learners’ oral corpus is studied longitudinally.

The purpose of this paper is to investigate the characteristics of epistemic modality in English research articles. For this study, 200 English research articles written by non-native(Korean) speakers and native speakers were randomly collected and analyzed. The findings were as follows: First, two groups(NNSA and NSA) showed the similar frequency patterns in their use of epistemic modality and ‘modal verbs’ were presented as the most frequently used one in both groups. Second, there were considerable similarities between two groups in the use of epistemic modality based on grammatical categories. Moreover, both groups showed the strong tendency to use ‘modal verbs’. Third, this study revealed that there were no considerable differences between two groups in the use of epistemic modality based on semantic categories and both showed the same preference for ‘possibility’. Some directions of further studies are discussed and implications are provided

本稿は、行為的モダリティと共起する副詞の中、「ぜひ／できれば／なるべく／できるだけ」を対象に、個々の副詞がどのような表現形式と共起可能なのか、個々の副詞の叙法性(modality)に違いは見られるかなどの問題を分析し、副詞が持つ叙法性と文末のモダリティが持つ叙法性の違いについて考察したものである。 これらの副詞の特徴に関する先行研究では、主に辞書レベルでの副詞の意味記述が見られるのみで、これらの副詞がモダリティ副詞の中でもどういう性質を持つものなのかという点においてはそれほど注目されてこなかった。そこで、本稿では、願望や当為を表すという同じカテゴリーの副詞の比較作業を通して、行為的なモダリティに関わる副詞群の意味․用法、構文的な特徴をより明らかにした。 本稿の結論は以下の三点にまとめられる。第一に、「ぜひ／できれば／なるべく／できるだけ」は、有情主体の行為選択を表す副詞群としてカテゴリー化することができる。事態実現に対する必要性・行為選択の度合いを表すという点で行為的なモダリティと共起関係にある。第二に、個々の副詞と依頼․願望․意志․必要など種々の用法との関係は、同じレベルの意味的な呼応ではなく、行為文という構文的特徴から生じた二次的なものである。第三に、副詞が持つ程度限定性と、副次叙法性(quasi-modality)の強弱は比例関係にある。「ぜひ／できれば／なるべく／できるだけ」の方向に行くにつれ、程度限定性が強くなり、副次叙法性は高くなる。

Until now, Chinese grammar scholarship has considered 能(不能)VC and V 得(不)C as grammatical structures representing the meaning of possibility and has tried to identify the distinctive features of the two expressions. In fact, although 能(不能)VC and V得(不)C represent 'possibility', this is a secondary function. The main functions represent modalities, which correspond to dynamic modality and epistemic modality, respectively. Based on this point, this paper examined how 能(不能)VC and V得(不)C came to have different modality functions through the transition process from a diachronic perspective, and re-identified the distinctive features between the two structures. In addition, this paper also discussed how different types of modality between the two structures cause differences in discourse contex from synchronic perspective, focusing on utterance focus and practiculity.

This study investigates how the Korean modality expression -ul-swu-iss with -ess attached is interpreted by 54 Korean speakers and three variants of the large language model [LLM] ChatGPT: GPT3.5-turbo, GPT4, and GPT4o. The results show a discrepancy between the way in which humans and LLMs interpret this expression. Human participants demonstrate a clear preference for the uncertain interpretation for -ess-ul-swu-iss and the unactualized interpretation for -ul-swu-iss-ess with the desirability of the event modulating the preference, but none of the models capture this nuanced distinction in meaning. The human results are discussed based on Condoravdi(2002), such that the past perspective in -ul-swu-iss-ess derives the counterfactual implicature from the unactualized result whereas the present perspective in -ess-ul-swu-iss derives the epistemic reading from the speaker’s uncertainty about the result. The results from these LLMs indicate that they are not yet able to interpret these expressions as humans do.

This study aims to reconstruct the original form of the Gyeongsang dialect's final ending “-dakai”, and to clarify its morphological, syntactic, and semantic characteristics. As this ending is interchangeable with the Midland dialect's “-danigga” in many aspects, it has received little special attention in studies of the Gyeongsang dialect until now. However, in actual discourse, the two endings possess different semantic features and are subject to separate syntactic constraints. The endings “-danigga” and “-dakai” share the basic meaning of revisiting the content of a past utterance at the time of the current speech. The focus of “-danigga” is on a consequent utterance that has not yet been realized. Hence, the listener is required to infer the content implied by “-danigga”' and to take actions that align with the speaker’s expectations. On the other hand, the Gyeongsang dialect “-dakai” emphasizes the act of utterance and displays an attitude of certainty towards the proposition. Because it is impossible for the listener to question content that the speaker has already confirmed as fact, “-dakai” is difficult to use in interrogative sentences.

본 연구는 한국어능력시험 대담 듣기 텍스트에 나타난 한국어 헤지 양상을 분석하여 한국어교육에서 대담 연구의 기초를 마련하는 것을 목적으로 한다. 대담 듣기 텍스트에 나타난 헤지의 양상을 분석하기 위해 다양한 연구물을 분석하여 ‘명제의 정확성과 신뢰성’, ‘주장의 객관성과 양태성’, ‘체면위협 행위 고려’로 나누어 헤 지 유형을 제시하였다. 대담 듣기 텍스트에서 헤지는 명제에 대한 정확성과 신뢰성을 강 화하고 확보하는 언어 장치로 활용된다. 그리고 화자는 청자에게 전달하는 주장의 진실 성과 객관성을 확보하고자 하며 발화에 대한 부담과 책임을 덜어내기 위해 청자의 수용 성을 높일 수 있는 양태성 표현을 사용한다. 또, 청자의 체면의 위협을 최소화하고자 체 면 고려 헤지를 사용한다. 이를 바탕으로 한국어능력시험 대담 듣기 텍스트에서 헤지 양상을 살펴본 결과 ‘-고 요, -지요’ 헤지를 통해 명제의 신뢰성과 정확성을 나타내고자 하였다. 대담에서 이중구 조의 수신자를 대상으로 하는 화자는 정확한 정보 전달로 주장의 객관성을 유지하면서 책임을 방어할 수 있는 ‘-는 것, -는 것이지요, -는다는 것이지요, -는 것으로 나타나다’를 활용하였다. 반면에 ‘-(으)ㄹ 수 있다, -(으)ㄹ 것 같다, -았/었을 겁니다, -아/어야겠지요, - (으)ㄹ텐데요’ 등의 양태성 표현 활용을 통해 화자로서 부담을 완화하고자 하였다. 그리 고 대담에서 청자의 체면위협 행위를 최소화하기 위해 ‘-(으)ㄹ까요?, -(으)ㄴ/는데요, - 군요, -잖아요?’ 등의 헤지를 적극적으로 활용하였다. 전문적이고 학문적인 주제인 대담에 어려움을 겪는 한국어 학습자들에게 한국어능 력시험 대담 듣기 텍스트의 헤지 양상 분석의 결과는 대담 듣기 학습의 기초적인 자료로 활용될 수 있을 것이다.

This study aims to analyze hedge patterns of Korean in conversation listening texts of Test of Proficiency in Korean and thus establish a basis for the study of conversations in Korean education. To analyze hedge patterns in conversation listening texts, the study analyzed an array of research materials and identified three hedge patterns including "accuracy and reliability of propositions," "objectivity and modality of arguments," and "consideration of face threatening acts." In conversation listening texts, a hedge is used as a linguistic device to reinforce and secure the accuracy and reliability of propositions. The speaker tries to secure the authenticity and objectivity of his or her arguments and uses expressions of modality to increase the acceptance of the listener to relieve his or her burden and responsibility with utterances. In addition, the speaker uses a hedge of considering a face to minimize his or her threat to the speaker's face. Based on these findings, the study examined hedge patterns in conversation listening texts in Test of Proficiency in Korean and found that the hedge of ‘-goyo, and –jyo’was used to show the reliability and accuracy of propositions. Talking to recipients in a dual structure in conversations, the speaker utilized ‘-neun geos, -neun geos-ijiyo, -neun daneungeos-ijiyo, and -neun geos-eulo natanada’ to defend his or her responsibility while maintaining the objectivity of his or her arguments through the delivery of accurate information. The speaker tried to alleviate his or her burden by using expressions of modality such as ‘-(eu)l su issda, -(eu)l geos gatda, -eoss/ass-eul geobnida, -eo/ayagessjiyo, and -(eu)ltendeyo’and made active use of such hedges as ‘-(eu)lkkayo?, -(eu)n/neundeyo, -gun-yo, and –janh-ayo?’ to minimize an act of threatening the face of the listener in conversations. The study analyzed hedge patterns in conversation listening texts in Test of Proficiency in Korean for Korean learners struggling with talking about professional and academic topics. The analysis results will serve as basic data in the study of conversation listening.

본 연구는 화용론적 관점에서 ‘-(으)ㄴ/는 것이다’의 의미 기능을 유형 화하고 문어 텍스트에 나타난 ‘-(으)ㄴ/는 것이다’의 실현 양상을 살펴 보는 것을 목적으로 한다. 이를 위해 지정문 구조에서 NP1을 지시하거 나 속성을 나타내는 경우는 ‘것이다 Ⅰ’로 분류하였다. ‘것이다 Ⅱ’는 문 법화 현상이 일어난 경우에 속하며 ‘부연’과 ‘요약’, 그리고 ‘판단’ 세 가지 하위 기능으로 세분화하였다. 이를 바탕으로 ‘-(으)ㄴ/는 것이다’ 의 실현 양상을 고찰한 결과, 다음과 같은 사실을 알게 되었다. 첫째, ‘-(으)ㄴ/는 것이다’의 구성 요소가 ‘-(으)ㄴ/는 것이다’의 의미 기능 형 성의 동인임을 알 수 있었다. 또한 ‘-는 것’을 통해 선행 명제를 기정사 실로 믿는 화자의 ‘확신’을 드러냄을 확인할 수 있었다. 둘째, 문어 텍 스트에 나타난 ‘-(으)ㄴ/는 것이다’는 ‘것이다 Ⅰ’에 비해 ‘것이다 Ⅱ’의 의미 기능으로 더 활발하게 사용되는 경향을 보였다. 셋째, ‘것이다 Ⅱ’ 는 선행 담화와의 의미적 관계에 의해 의미 기능이 실현되며 선행 담 화와의 의미적 결속을 강화하기 위해 ‘지시’와 ‘어휘 반복’을 사용하 는 경향을 보였다. 넷째, ‘-(으)ㄴ/는 것이다’의 의미 기능에 따라 문단 내 출현 위치가 달랐다. 본 연구는 ‘-(으)ㄴ/는 것이다’의 의미 기능을 유형화하고 문어 텍스트에 나타난 ‘-(으)ㄴ/는 것이다’의 실현 양상을 보여 주었다는 데 의의가 있다. 이는 ‘-(으)ㄴ/는 것이다’의 교육 내용 선정과 방법을 마련하는 데 밑거름이 될 것이라 기대한다.

This study categorizes the semantic functions of ‘-(eu)n/neun geosida’ from a pragmatic perspective, and examines the realization aspect of the semantic function of ‘-(eu)n/neun geosida’ in written texts. This study determined the following points. First, the meanings of ‘-neun geot’ and ‘ida’, the components of ‘-(eu)n/neun geosida’ are the basis of the semantic of ‘-(eu)n/neun geosida’. Second, ‘-(eu)n/neun geosida’ that appears in written texts tends to be more actively used in the semantic function of ‘geosida Ⅱ’ than ‘geosida I’. Third, the semantic function of ‘geosida Ⅱ’ is realized according to its semantic relationship with the preceding discourse, and it tends to display “reference” and “vocabulary repetition” to strengthen its semantic binding with preceding discourse. Fourth, ‘-(eu)n/neun geosida’ appears in varying locations within a paragraph depending on the semantic function of the phrase.

Korean is a language in which various modal expressions are used to indicate the possibility of realization of a proposition, and Spanish is a language in which one type of mood is used to express the same concept. Korean modal expressions and Spanish mood correspond to each other in that they represent the attitude or judgment of the speaker. It is confirmed not only theoretically, but also by a contrast analysis using discourse text. The contrast between Korean modal expressions and Spanish mood reveals characteristics of Korean modality, and it suggests that Spanish-speaking learners can use the difference as a reference when learning Korean modal expressions(107 words).

The structure of Korean sluicing-like constructions corresponds to that of the cleft constructions which contain no islands. In sluicing-like constructions, however, the negative island-sensitivity emerges clause-mately when the low wh-adjuncts such as ettehkhey ‘how’ appear with negation induced by island-violating movement in LF. The NPI or Neg is a scope limiting element which restricts wh-feature movement within its own scope. At this point, what gets the acceptability improved in such contexts is caused by the role of modality in C or discourse effects of the low wh-adjuncts. Modality in C or discourse effect of the low wh-adjuncts leads to immunity to syntactic constraints involved in intervention effects or negative island effects. The auxiliary verb can move to C across the interveners such as NPI or Neg. The wh-feature has a free ride prior to Spell-out and is checked against the uninterpretable wh-feature in C. The derivation is OK when the uninterpretable wh-feature in C is deleted by the Spec-head agreement. A tendency for a topic-marked phrase to override intervention effects or negative island effects lies in such a free ride. This argument is supported by the empirical data such as nun-marked low wh-adjuncts. This is the reason why the merger-type sluicing-like constructions are free from such effects.

This paper focuses on the features of the Japanese adjective “tashika-da” and the differences between two types of adverb “tashika-ni”. The adjective “tashika-da” changes its form to “tashika-na” as an adnominal, “tashika-da” as a predicate, and “tashika-ni” and “tashika” as an adverb, according to the function used in the sentence. When acting as an adjective, “takashi-da/na” has the original and lexical meaning which means /sure, certain/. The adverb “tashika-ni”has two types of usage. The one is called adverb of manner and the other is modal adverb. An adverb of manner “tashika-ni” occurs in front of a verb phrase and describes an event of the sentence in more detail, maintaining its lexical meaning of “surely, certainly”. On the other hand, a modal adverb “tashika-ni” is placed in the beginning of the sentence modifying a speaker’s mood, whereas it loses the lexical meaning /surely, certainly/ and the function of agreement works stronger. And also, a modal adverb “tashika-ni”can be used as a one word, expressing speaker’s agreement on a listener’s judgement.

This study set out to examine current teaching materials for Japanese and investigate whether their composition and presentation methods for “wakeda” would be proper to promote their right understanding among Korean learners of Japanese. Even though it was an examination within a limited scope, its findings point out that the study materials were so far from enough that the accurate understanding and acquisition of “wakeda” would be impossible. Korean learners of Japanese need to understand the meanings and uses of “wakeda” in an accurate manner to use them with ease. The present study defined the meanings of “wakeda” and provided its typical examples, proposing learning methods based on “wakeda”. Most Korean learners of Japanese have a difficult time with the modality form, one of the grammar areas that pose a challenge to them. The present study conducted field analysis of “wakeda” sentences considered to have a very high difficulty level and emphasized once more the need for education on “wakeda”.

本稿では、現在の日本語文法教材の検討を通じて、｢わけだ｣についての教材の構成及びその提示方法が韓国人日本語学習者の正しい理解を求める上に、問題がないかを確認してみた。限られた範囲内での検討であったが,少なくとも本稿の調べでは文法教材を通じて｢わけだ｣文の正確な理解及び習得が不可能なぐらい不足していることを指摘せざるを得ない。日本語で非常に頻繁に使われている｢わけだ｣を韓国人学習者が正しく使える教育内容にすることができなければ、日本語教育はアンバランスな学習につながるしかないのであろう。 韓国人日本語学習者が｢わけだ｣を簡単に使うためには｢わけだ｣の意味·用法を正確に理解する必要があるが、本稿では｢わけだ｣の意味を規定し、それに該当する典型的な例を提供して｢わけだ｣を通した学習方法を提示した。話者の心的態度を表すのがモダリティ形式｢わけだ｣の表す意味であり、日常の対話の中に頻繁に現れる。｢わけだ｣はある状況から当然に導き出される結論を提示する表現であるが、それらを｢帰結1－原因･理由｣｢帰結2－結果｣｢納得｣｢再確認｣のように四つの意味で規定し、それに該当する｢わけだ｣の用例を教材に適切に配置すことは｢わけだ｣の学習のための最小限の条件であると思う。 本稿では、韓国人日本語学習の文法教材を対象にして｢わけだ｣の学習内容が明確に行われているかどうかの検討を通じて、日本語文法教材の問題点について記述し、その改善案を提案した。特に、難易度が非常に高いと思われる｢わけだ｣に対する現場分析を通じて｢わけだ｣教育の必要性を改めて強調するきっかけとなったと思う。

This paper aims at revealing the features of inferred usage of “to-omou”, and the differences between inferred usage and memory regeneration one. First, in the inferred usage we can find the syntagmatical relation between a sentence of premise and an inferred sentence. However, in the memory regeneration usage, we cannot find the syntagmatical relation anymore. Secondary, adverbs such as “tabun” and “kitto” are used in the inferred usage, but “tashika” is found in the memory regeneration usage more often. Thirdly, only past tense can be used in the memory regeneration usage, but all of the tense is used in the inferred one. However, the memory regeneration usage is closing to inferred one, when there is a syntagmatical relation, and is co-occurred with “tabun“ and present tense. So, sometimes it is not clear to distinguish the usage of the sentence from another one.