Grammar is still central focus in teaching Korean as a FL and it is greatly overused. Surprisingly, the main two categories of the target grammar items (chunks/patterns) presented in most Korean textbooks are conjunctive endings and {-da} ended-verb forms, and this study explores where these {-da] verb forms came from. Korean auxiliary verbs vary in terms of their semantic-functional category and lexical items, in other words, each scholar has different view of how to classify their semantic category and places different lexical items as an auxiliary verb, and there seems to be no standardized lists of Korean auxiliary verbs we can follow. In this study, many of hidden lexical items in auxiliary verbs are discovered, and lead us to find the fact that almost 85% of those {-da}ended verb forms, floating-around as grammar in current Korean language education, are auxiliary verbs. This study also highlights that Korean auxiliary verbs do not belong to the grammatical category, but to the lexical category, and therefore, the findings of this study can be helpful to teaching the Korean phrasal lexicon, which is significantly less focused in teaching Korean now, as well as to break the invalid grammar-lexis dichotomy.
1. 들어가기
2. 한국어 교육에서의 문법항목과 의존용언 표현
3. 한국어 교육을 위한 의존용언 표현의 선정기준과 어휘항목 재정립
4. 나오기
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