담화분석에 의한 문법교육

On Method of Teaching Grammar, Based on Discourse Analysis with Emphasis on Retrospection

This paper concerns the effective analysis of Retrospection in teaching Korean as a second language. It points out that neither the tense approaches nor the semantic approaches to Retrospection can help Korean learners to distinguish between past tense sentences and retrospective sentences, and then shows that the functional analysis of Retrospection can lead Korean learners to the appropriate explanation. From the functional perspective, Retrospection is analyzed as a discourse strategy to express the speaker’s psychological remoteness from the information given by the described sentence. The speaker's remoteness in first person-subject sentences puts the hearer in the same position as the speaker. In second or third person-subject sentences, the speaker's remoteness can save the hearer’s face-wants by expressing that the given information is much closer to the hearer, or by expressing that the speaker is not forcing the hearer to respond to the given information. This paper shows that the functional analysis cannot only account for the heterogeneous syntactic behaviors of Retrospection depending on the person of the sentential subject, but also helps Korean learners to understand the discourse effects expressed by Retrospection.