한국어 관계절 구조의 교수와 일반화 가능성에 관한 연구

Instruction on Korean Relative Clauses and Markedness Generalizability

In this quasi-experimental study we attempted to determine the relation between universal typology and learnability as claimed in NPAH. In particular, we tried to determine which of the two hypotheses, Markedness generalization hypothesis & Learnability hypothesis, which are considered important in SLA with respect to learnability, provides more appropriate explanation about the developmental stages of Korean RCs. And we investigated what are more effective teaching techniques in comprehending and producing Korean RCs. For this, we compared the effects between the input‐based teaching method(esp. Processing Instruction: PI) and the meaning based output‐based teaching method(MOI). Results of sentence combination tests & picture selection tests showed that participants were able to generalize rules for other RCs types(SU, OBL), though they received an instruction focused on the structure of DO, a relatively unmarked structure, that they had not been taught. And as for the effect of teaching on RCs, PI and MOI methods are effective in increasing the rate of acquisition of Korean RCs. However, the results of comparison between PI and MOI showed that there are no statistically significant differences. However, given that the PI group who participated only in input activities, we found that PI is a very effective teaching technique not only in understanding target structures but also in producing them.