A Methodology of Teaching and Learning the Connectives "-go" and "-aseo". Dongnam Journal of Korean Language & Literature 24. The purpose of teaching Korean as a foreign language is to provide students with the ability to understand the sentence structure of Korean and to speak the language fluently. This study will look at the differences in syntax and in semantic features. <BR>The second chapter highlights the fact that, generally speaking, students of the Korean language have a difficult time understanding the usage of the connective "-aseo" from that of the connective "-go". This study will explore the differences of these two grammatical items by understanding the differences of their respective structures. For example, unlike the connective "-go", "-aseo" has the following syntactic features: (1) the element of a preceding clause repeats in its following clause, (2) it immediately precedes the verb of the preceding clause, and (3) is usually omitted in its following clause in the surface structure.<BR>The third chapter outlines a lesson model which can be utilized, along with visual aids, to present the syntactic features of the connective "-aseo". Such a model will enable students of the Korean language to understand its syntactic features more easily.<BR>The fourth chapter explains the connectives "-go" and "-aseo" and the different syntactic features in their deep structure. Also, I summarize the outline of all the contents of this study and leave the insufficiency discovered in the study process as an assignment. In the future, better education methods of teaching about conjunctive endings will need to be discovered.This can be done by analyzing conjunctive endings in a variety of ways.
1. 서론<BR>2. 시간의 연결어미 ‘-고’와 ‘-아서’의 기존 관점<BR>3. ‘-고’와 ‘-아서’의 효율적인 학습 방안<BR>4. 결론<BR>참고문헌<BR>
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