以形式為中心之韓國諺語教學研究

本研究聚焦於韓國諺語之語法形式，旨在藉由分析語料，歸納諺語的語法形式，並運用於實際教學上，以期能結合理論與實務，增進諺語教學之效益。本研究的目標有二：一、透過辭典及新聞的語料觀察諺語的形式結構，將諺語的語法形式分為基本形式與表達形式；二、利用上述的諺語形式，設計以形式為中心之韓國諺語教學，並實施實驗教學，針對臺灣韓語教學中的諺語課程提出具體的建議。本研究選擇在韓國最具代表性的標準國語辭典及十六家新聞之諺語語料進行分析，探究韓國諺語的語法形式。將辭典的諺語語料，以韓語的語法單位為標準，挑選分類類型，歸納諺語的基本形式。接著藉由新聞語料檢視諺語形式的實際使用情形，並與諺語的基本形式比較分析，歸納諺語的表達形式。基於上述研究，實施「以形式為中心之韓國諺語教學」。從溝通與形式相互結合的教學觀點上，將教學過程分為注意、認識與活化三個階段，設計教學內容時利用大眾傳播媒體來具體呈現諺語的引用方式，並讓學生能在聽、說、讀、寫等各語言能力的訓練過程中充分地使用諺語。之後，並以臺灣C大學韓國語文學系學生為對象，透過教學實驗、教學評量及學習滿意度調查，分析本教學的效益與反思。研究結果發現，韓國諺語的語法形式可分為基本形式與表達形式二大類別：一、基本形式類別可分為「句子型：動詞類、形容詞類、『이다』類」、「子句型：動詞類、形容詞類」及「詞組型：名詞組類、副詞組類（「副詞＋語尾或助詞」組）」三個類別；二、表達形式類別可分為「原型」及「變異型：倒裝詞序類、取代類、添加類、省略類（子句單位、詞組單位、單詞單位）、混合類」二個類別。另外，透過實施「以形式為中心之韓國諺語教學」後證實本教學研究有以下實效性：一、以諺語形式內容為主的教學，能提升學習者諺語引用的能力；二、大眾傳播媒體運用於教學的方式，能引起學習者的學習動機；三、聽、說、讀、寫能力的訓練，能培養韓語學習者較為完整的語用能力。然而透過實際教學，也發現一些有待改進的缺失：一、需增加教學時間，簡化教學內容；二、隨時注意學習者接受程度，調整講解語速。筆者盼透過本文提高在韓語教學中對諺語課程的重視度，亦希望讓韓語研究者與教師注意到諺語形式的原形與不同形式間之變異關係。本研究所抽取出的諺語語法形式可用於擴增韓語的語言資源，並可作為韓語教師重要的參考資料，以及韓國語言學研究的素材。

關鍵字

韓國諺語；語法形式；基本形式；表達形式；諺語教學；諺語引用能力

並列摘要

The present dissertation aims to identify the grammatical form in Korean proverb and its Application to teaching. The two objectives of the study are: 1) to identify the grammatical form of proverb in Korean dictionary and news and to classify the grammatical form of proverb as fundamentals and expression; 2) to design Course Korean proverb contents and carry out experimental teaching to provide the effectiveness and advice of the proverbs course in Korean teaching for Taiwan learners. In the present study, the grammatical form of Korean proverbs are identified from the corpus of the standard Korean dictionary and 16 general office of news. In the corpus of the dictionary, the procedures of analysis select the types of proverbs on the grammatical unit of Korean as basic and generalize the basic form of proverb. In the corpus of news, it investigates the forms of proverb used and compares them with the basic form of a proverb to classify the expression form of proverb. Based on the above classification, this study design and implement Focus on Form in Korean proverb teaching. From the perspective of Focus on Form teaching method, by the teaching process into three categories: attention, cognition and activation, this study designs the contents of education: The mass media is actually used in teaching proverbs, which are used in the teaching of proverbs, to present the citation of proverbs, and to train them to develop listening, speaking, reading and writing skills so that students can have channels to review and use proverbs correctly. As a result, in the study of classifying the grammatical form of proverbs, the basic form was classified into three forms: sentence, clause, and phrase. The expression form was classified into two forms: circular and variant. In the study of Korean proverbs centered on form, the educational effect was demonstrated after the educational experiment. The teaching of proverbs centered on grammar form had an effect on improving the ability to quote proverbs; The use of mass media in teaching had an effect of giving interest to learners and motivation to learn; The practice of quoting proverbs in four areas of listening, speaking, reading and writing had the effect of enhancing the ability of applied Korean language. The improvements through the implementation of teaching required the increase of the allocation of teaching time and the adjustment of the instructor's speaking speed. It is hoped that the findings of the present dissertation on the grammatical form in Korean proverb teaching can elucidate the fundamental form of Korean proverbs and illustrate variational connections between the original form of proverb and someone is unequal to a genre-specific communicative needs. The grammatical form of proverb identified in the present study can be used to enrich existing language resources in Korean, and they may also serve as important references for Korean teachers and Korean studies.