Earticle

본 연구는 일본어 담화 내에 존재하는 주제를 대상으로 하여 담화 안에서 주제가 적절 하게 제시되는 방법을 고찰하는 것이다. 주제란 담화 내에서 ‘무엇을 이야기 할 것인가’ 에 대한 화제를 제시한 것이다. 전형적인 주제 제시 방법은 담화의 첫 부분에서 제시되고 그 이후로 생략된 상태로 대화가 이어진다. 그러나 이러한 주제 제시 방법은 절대적이라 고 할 수 없다. 본 고에서는 일본어 모어화자의 담화자료를 바탕으로 하나의 담화 안에서 한가지의 주제가 지속적으로 명시되는 경우에 주목하였다. 이때 주제가 가지는 기능을 세분화하고 각 기능과 주제의 명시 현상과의 관련성을 중심으로 주제 제시 방법을 고찰 하였다. 담화문의 주제를 분석할 때 ①주제명시횟수 ②발화자 ③언어형식 ④주제기능 ⑤주제 명시 필요성의 항목을 토대로 분석하였다. 본 고의 조사에 따르면 하나의 담화 안에서 지속적으로 주제가 명시되는 경우가 적지 않은 것으로 나타났다. 명시된 주제는 ‘담화 내 에 화제로서 제시한다’는 ‘주제 개시’ 기능 이외에도 ‘주제의 환기’ ‘주제를 강조’ ‘주제를 유지’하는 기능들이 작용하는 것으로 분석되었다. 이 중에서도 ‘주제 개시’ 및 ‘주제 환 기’ 기능을 가진 주제는 반드시 명시되어야 하는 것으로 판단되었다. 이러한 기능들은 주 제의 전형적인 ‘제시’ 기능과 유사한 것으로 보이며 이러한 주제는 명시되어야 회화가 성립된다고 분석된다. ‘주제 강조’ 및 ‘주제 유지’ 기능이 작용하는 주제는 화자의 주관적 인 판단이 개입된 것으로 보이며 주제를 명시하지 않아도 회화 성립에 문제가 없는 것으 로 판단되었다.

The present study targets topics that exist in Japanese discourse and examines how topics are appropriately presented in the discourse. A topic suggests ‘what to talk about’ within a discourse. A typical method of presenting a topic is described in the first part of the discourse, and the conversation continues with omissions thereafter. However, this method of presenting a topic cannot be said to be absolute. In this paper, based on the discourse data of native Japanese speakers, we focused on cases where one topic is continuously specified within a single discourse. To this end, the functions of the topic were subdivided and the method of presenting the topic was considered, focusing on the relationship between each function and the topic's manifestation phenomenon. The findings of the paper shoed that there are many cases in which topics are continuously specified within a single discourse. In addition to the ‘topic initiation’ function of ‘presenting the topic as a topic within the discourse,’ the topic was analyzed for the functions of ‘evoking the topic,’ ‘emphasizing the topic,’ and ‘maintaining the topic.’ Among these, it was judged that the topics with the functions of ‘topic initiation’ and ‘topic evocation’ must be specified. These functions appear to be similar to the typical ‘presentation’ function of the subject, and it was concluded that such a subject must be specified for a painting to be established. The topic on which the ‘topic emphasis’ and ‘topic maintenance’ functions work seems to have involved the speaker’s subjective judgment, and it was judged that there was no problem in establishing a conversation even if the topic has not been specified.

The main goal of this paper is to look over the current extension of topic studies in linguistics. Admitting that the definition of topic still remains a controversy among scholars, much of research has been done so far. The difference in their approaches voice the various reflections in theoretical pursuit. Among others, the present study focuses on the well-known two camps: formal and functional. For the former, transformational model is a target of discussion. In this line, the main task of a formal approach is to identify the topic in terms of structural operation including syntactic and morphological characteristics. For the latter, the approach is more interested in the pragmatic and discourse functions of the topic entity than just in its relations to syntactic structure.

This study aims to categorize ‘topic coherence function’ of Korean discourse markers and analyze ‘starting a topic function’. First, the study analyzes the functions of discourse markers from the perspective of ‘discourse coherence’ and analyzes their functions to classify them into seven types of coherence layers. The topic coherence function was further divided into ‘macroscopic coherence of topic’ including starting a topic, changing a topic, and returning to a topic and ‘microscopic coherence of topic’ including ‘filling the gap,’ ‘modifying the articulation,’ and ‘listing.’ Then discourse markers provided according to the functions and the usage of each function have been analyzed. A list of discourse markers by function is provided. The significance of the present study comes from systematically classifying the topic coherence functions of discourse markers that have been sporadically suggested and providing a list of discourse markers for Starting a topic function from the perspective of teaching Korean as a foreign language. The results of the present study can be utilized as fundamental data in selecting discourse markers as a lesson and in composing a syllabus.

This study aims to categorize ‘topic coherence function’ of Korean discourse markers and analyze ‘starting a topic function’. First, the study analyzes the functions of discourse markers from the perspective of ‘discourse coherence’ and analyzes their functions to classify them into seven types of coherence layers. The topic coherence function was further divided into ‘macroscopic coherence of topic’ including starting a topic, changing a topic, and returning to a topic and ‘microscopic coherence of topic’ including ‘filling the gap,’ ‘modifying the articulation,’ and ‘listing.’ Then discourse markers provided according to the functions and the usage of each function have been analyzed. A list of discourse markers by function is provided. The significance of the present study comes from systematically classifying the topic coherence functions of discourse markers that have been sporadically suggested and providing a list of discourse markers for Starting a topic function from the perspective of teaching Korean as a foreign language. The results of the present study can be utilized as fundamental data in selecting discourse markers as a lesson and in composing a syllabus.

本文重點考察了“􀭭₁…􀭭₂…”句裡現代漢語呼應式疑問代名詞“􀭭₁”和“􀭭₂”的主題功能。通常情況下，主題被具有發言權的說話人選擇為談話的材料，提示給聽話人。主題會設定謂語所傳達信息的適應範圍，起到限定話域的功能。本文考察了“􀭭₁…􀭭₂…”句裡呼應式疑問代名詞“􀭭₁”和“􀭭₂”的主題功能、特點以及連續性。還考察了從功能上能夠代替“􀭭₂”而跟“􀭭₁”同指的一些代用語的使用情況及其在語言交際上的特點。下面是筆者的結論：第一，使用兩個相同的疑問代名詞指示同一事物的呼應式疑問代名詞句型構成複句形式。呼應式疑問代名詞句的前分句和后分句具有條件——結果的語義依存關係。第二，先行的前分句裡的主語“􀭭₁”具備主題功能，后分句主語位置上的“􀭭₂”具備主題的功能，但是賓語位置上的“􀭭₂”具備焦點功能，定語位置上的“􀭭₂”具有表示焦點的所屬功能。第三，前分句裡的主語“􀭭₁”充當主題功能時，如果后分句的“􀭭₂”出現在主語位置上，那么主題的連續性會保持一致，前后兩個分句之間的凝聚力會加強。但是如果“􀭭₂”在賓語或者定語位置上出現，先行句的主題會在后分句裡被斷開，因而前后兩個分句之間的凝聚力會下降。第四，我們從句法位置特點、表達特點以及信息特點觀察含有“誰”的主題特點。(1)出現在句首位置是句法位置上的特點。形成複句的各個分句裡的主題一般會出現在句首。這是說話人提前提示主題並讓聽話人從心理和認知角度預先準備接受主題的信息。(2)指示特點和認知特點是表達上的特點。①我們從指示的依據、通指、限定、特指性角度觀察了“誰”的指示特點。根據指示的依據，前分句的主題“􀭭₁”表示情景指示。相反，后分句的“􀭭₂”表示語境指示。根據通指性，“􀭭₁”可以分為通指指示和非通指指示。非通指指示意味着非限定指示，非限定指示可以分為特指和非特指。后分句的主題“􀭭₂”可以表示語境指示，跟前分句的主題“􀭭₁”相同，都可以表示通指指示。但是后分句的主題“􀭭₂”如果是非限定指示的情況，那么會表示特指。②從認知角度，可以提認知上的可接受性。“􀭭₂”指示的是前面已經提到了的對象，所以它在認知上的可接受性遠遠比句子裡第一次出現的“􀭭₁”高。(3)從信息角度看，表示新信息的主題“􀭭₁”位于前分句，提供說話的方向，后分句裡使用因前面提到而表示已知信息的“􀭭₂”，其目的是保留主題的連續性。第五，“􀭭₂”的替代用語有“零代名詞(Ø)”、“你/你們”、“他/他們”以及“這/那個人”。(1)相同的主題在連續使用的情況下，如果含有“􀭭₁”和“􀭭₂”的句子之間的距離很緊，使用“零代名詞(Ø)”替代“􀭭₂”。這種情況下，聽話人的注意力會更加集中在謂語(陳述部分)上。(2)使用“你/你們”來替代“􀭭₂”的情況比較罕見，但是如果說話情景裡把“􀭭₁”的情況限定在聽話人時，用“你/你們”來替代“􀭭₂”。(3)表示相同主題的前后分句裡要插入擁有其他主題的分句，我們使用“􀭭₁”來提示主題，再用“他/他們”來替代后分句的“􀭭₂”。其對象會更加具體和明確。(4)從主觀角度要在后分句裡凸顯前分句中出現過的主題“􀭭₁”表示的對象，一般用“這個人”來替代“􀭭₂”，但是如果要客觀角度凸顯指示對象，那么要使用“那個人”。總而言之，呼應式疑問代名詞句的...

This study examines the topic-marking function of `ui gyeongu' and analyzes the referential characteristics of noun phrases that combine with `ui gyeongu' to identify the features of topics highlighted by this expression. By investigating the referential characteristics of `ui gyeongu' noun phrases through three types?`discourse-old?hearer-old,' `discourse-new?hearer-old,' and `discourse-new?hearer-new' ?the following findings are obtained. In the `discourse-old? hearer-old' type, `ui gyeongu' maintains discourse cohesion by activating referents existing in the discourse as topics through lexical repetition. In the `discourse-new? hearer-old' type, a set of potential topics is established based on elements within the discourse, and one member of the potential topics is marked as the topic by `ui gyeongu'. Finally, the `discourse-new?hearer-new' type is rarely found as an atypical topic type, which serves the speaker's intention to deliberately limit information about the topic by selecting a non-specific referent as the topic. Examining these types reveals that `ui gyeongu', compared to `neun', shows greater dependency on discourse context and tends to be avoided as a topic marker in discourse-initial positions. Consequently, this discourse-dependent characteristic enables `ui gyeongu' to function as a device for discourse cohesion.

This study aims to analyzes the discourse marker “ije” (이제; now) in formal discourse settings by examining its functions through the analysis of related discourse corpora. Discourse markers play a crucial role in structuring discourse, conveying speaker intentions or attitudes, and aiding listeners in comprehending the discourse more effectively. As such, this study investigates how “ije” functions beyond its role as a temporal adverb by analyzing spoken corpora from formal discourse contexts, thereby contributing to the study of Korean discourse markers and highlighting their pedagogical importance in Korean language education. The study offers crucial insights that may aid Korean language learners in effectively understanding and utilizing “ije” by providing detailed analyses of its specific functions. Furthermore, this research highlights the importance of teaching discourse markers to enhance learners' ability to engage in natural Korean communication, thereby contributing to discourse education and Korean language education overall.

담화는 궁극적인 의미를 지향하는 여러 문장의 구조물로서 일정한 정보적 흐름을 이루며 결속된다. 담화를 이루는 문장들은 명제적인 의미 외에 일정한 정보 구조를 이루는데 화제는 문장의 정보 구조와 관련을 맺는다. 화제는 담화 맥락에 공유되어 기지 정보를 이루는 것으로서 발화자 및 텍스트 생산자의 의도적 판단에 의해 선정되며 전개될 담화의 영역을 설정할 뿐만 아니라 선행절과 후행절의 결속기제로도 기능한다. 국어에서 화제는 생략되기도 하고 실현되기도 하는데 화제가 실현될 때는 화제 표지 ‘은/는’이 동반된다. 화제 표지 ‘은/는’은 담화의 도입부에서 선행 명사구를 중심으로 담화가 전개될 때, 담화의 전개 과정에서 화제가 선행명사구로 전환될 때 실현되며 화제는 다양한 양상으로 전개되어 담화를 결속시키는 응집 장치로 기능한다. 담화 응집 장치로서의 화제 표지 ‘은/는’은 한국어 교육의 초기 단계에 학습이 이루어지지만 고급에 이르기까지 높은 오류율을 보이는데 화제 표지 ‘은/는’의 정확한 사용을 위해서는 화제의 개념과 화제의 전개 방식에 대한 이해가 선행되어야 하며 화제 표지 실현의 담화 조건에 대한 교수학습 및 다양한 연습 활동이 이루어져야 한다. 또한 반복 및 확장을 통해 ‘은/는’의 통합적 기능에 대한 교육이 이루어져야 한다.

Discourse is a structure of several sentences comprising a regular informational stream and aiming for eventual significance. The sentences that comprise a discourse form a regular information structure besides having propositional significance; however, the topic becomes involved with the informational structure of the sentences. Topic forms the base information by being shared in the narrative context, which is selected by the intentional determination of the speaker and the text producer functioning to unite the precedent sentence and the following sentence besides selecting the area of discourse to be developed later. Topic is either omitted or embodied in Korean; when a topic is embodied, the topic marker “un/nun” accompanies the topic. Topic marker “un/nun” is embodied when the topic is transferred to the precedent noun phrase in the course of the development of the discourse when the discourse is developed mainly with the precedent noun phrase in the introduction of the discourse. Accordingly, the topic is developed to its various aspects and the topic marker functions as a cohesive device that consolidates the discourse. In Korean language education, the use of topic marker “un/nun” as discourse-cohesive device is learnt in the initial stages; however, there is a high degree of error seen up to the level of advanced classes as the exact use of topic marker “un/nun” requires precedence of concept and condition of topic and an understanding of topic development. In addition, teaching and learning discourse conditions for topic marker embodiment and various practice activities are also required to understand its function thoroughly. Furthermore, learning the integrated functions of “un/nun” needs practice through repetition and extension.