이 연구는 반의 관계에 있는 동사의 효과적인 교육 방안을 제시하는 것을 목적으로 한다. 반의어의 유형은 일반적으로 상보 반의어, 등급 반의어, 관계 반의어로 나뉜다. 그 중에서 관계 반의어는 다시 역의 관계, 역행 관계, 대척 관계, 대응 관계로 나누고 있는데, 그 중에서 역의, 역행 관계의 반의어가 사용된 문장은 동사의 의미뿐만 아니라 통사적 구조의 변화를 보인다. 이러한 변화를 보이는 유형을 반의 관계에 있는 동사가 문장에서 쓰일 때 조사가 교체되는 경우, 조사는 교체되지 않으면서 그 논항자리에 오는 명사의 의미 부류가 다른 경우, 논항의 수가 다른 경우로 구별하였다. 이러한 관계의 동사들을 한국어 교재나 한국어 사전의 예문에서 찾아 본 결과, 문장에서 꼭 필요한 논항을 생략하거나 수식어와 같은 부가어를 필요 이상으로 제시하여 학습자들이 쉽게 제시어의 의미와 문형을 파악할 수 없는 경우도 찾아 볼 수 있었다. 이 연구는 제시된 세 가지 유형에 대한 실제적인 한국어 교수 방안과 기계적 연습에서 자유로운 작문 연습으로의 단계적 활동을 교사용 지침서와 수업자료를 통해 제시하였다. 이러한 교수 방안을 통해 외국인 학습자는 반의어에 대한 이해뿐만 아니라 문형에 대한 이해를 할 수 있을 것이다.
The purpose of this study is to present an effective educational plan of antonymous relation verbs. Types of antonyms are generally divided into complementary antonyms, gradable antonyms, and relational antonyms. The relational antonyms are again divided into reciprocal relations, regressive relations, relative relations, and correspondence relations. The sentences containing reciprocal and regressive relational antonyms have shown the changes in meanings but also in the syntactic structures. I have classified the sentences containing the antonymous relation verb into 3 types; one is using a replaced particle, another is with the same particle but using a noun from a different semantic class, and the other is having a different number of arguments. After looking up these verbs in Korean textbooks and Korean dictionaries, I found out that they often omitted the essential argument in sentences or sometimes suggested adjuncts like modifiers more than necessary. As a result, students have difficulty understanding the meaning of these verbs and the related sentence patterns. The purpose of this study is to provide students with a practical understanding of the sentence patterns as well as an understanding of the students' antonyms by presenting practical teaching methods of this type and step - by - step activities from mechanical practice to free writing practice.
The purpose of this study is to present an effective educational plan of antonymous relation verbs. Types of antonyms are generally divided into complementary antonyms, gradable antonyms, and relational antonyms. The relational antonyms are again divided into reciprocal relations, regressive relations, relative relations, and correspondence relations. The sentences containing reciprocal and regressive relational antonyms have shown the changes in meanings but also in the syntactic structures. I have classified the sentences containing the antonymous relation verb into 3 types; one is using a replaced particle, another is with the same particle but using a noun from a different semantic class, and the other is having a different number of arguments. After looking up these verbs in Korean textbooks and Korean dictionaries, I found out that they often omitted the essential argument in sentences or sometimes suggested adjuncts like modifiers more than necessary. As a result, students have difficulty understanding the meaning of these verbs and the related sentence patterns. The purpose of this study is to provide students with a practical understanding of the sentence patterns as well as an understanding of the students' antonyms by presenting practical teaching methods of this type and step - by - step activities from mechanical practice to free writing practice.
