교사 글에 나타난 문장부호 오류 유형 연구

A Study on Punctuation Error Patterns Expressed in Teachers' Writings : focusing on Busan National University of Education Master’s Degree Theses-

Correctly using punctuations in Korean Language studies plays an important role in phonetically reflecting accents, syntactically connecting structural elements and sentence structures, and accurately informing what the speaker is intending to the listener in communication. However, in spite of such importance, punctuation of the Korean language has been neglected compared to orthography or standard language, and punctuation errors frequently occur within circumstances where punctuation has been suggested as an appendix to Korean language orthography and there is no explanation beside the other rules. Accordingly, this paper seeks to search and present the points needed to be taken heed of especially when materializing and using punctuations by comparing and analyzing the cases where current punctuations are used incorrectly in actual writings. Since it is judged that the task of analyzing the punctuation use capacity of teachers who especially teach elementary students would be valuable because they are the main bodies conducting punctuation education for learners, punctuation errors were analyzed by dividing Busan National University of Education Graduate School of Education master’s degree theses into Social Sciences, Natural Sciences, the Arts, and Physics. In chapter II, contents related to punctuation in the Educational Curriculum were examined from the 5th Curriculum up to the 2007 Revised Curriculum. This was analyzed after a survey about concepts on punctuation was given to teachers. In the 6th Curriculum, the most number of punctuations were dealt with, while in the 7th Curriculum and the 2007 Revised Curriculum afterwards, it was confirmed that as the types of punctuations were reduced, the grades guided also shrank. For abbreviations suggested in the 6th Curriculum, 19% of all teachers chose the wrong markings while 45% are using linguistics differing from the punctuation they thought was usually right. It could be predicted that errors were generated because correct punctuations were not used due to keyboard difficulties since most documents are presently operated on computers. In chapter III, punctuation errors shown in master’s degree theses were analyzed by dividing into Social Sciences, Natural Sciences, the Arts, and Physics; the result showed that common errors were mostly found. Errors related to the period were forgetting to put a period behind display characters and dates and in front of a double quotation mark when a quotation is finished. Errors related to the comma were their frequent, excessive use along with errors of habitually putting one behind general conjunctions. Errors related to the quotation mark were confusing the functions of double and single quotation marks along with spacing errors generated when working with documents on the computer. Besides theses, errors in replacing punctuation marks, changing punctuation shapes and location, and spacing were found. In chapter IV, points were given for teachers to put especial attention to when using punctuation marks. By suggesting uses and examples centered on the period, comma, quotation mark, tilde, colon, and ellipsis which are the easiest punctuation marks for teachers to get wrong, it was intended to be used in correcting punctuation errors of teachers. This research places its purpose on raising teachers’ recognition of punctuation by searching, materializing, and analyzing the errors of punctuation from master’s degree theses which teachers actually wrote. As teachers familiarize themselves with punctuation errors frequently found in master’s degree theses and use them correctly, they are expected to lead punctuation teaching of learners and guide correct Korean language lifestyles.