VERB USE FOR THE LOCATIVE FUNCTIONS OF THREE ADVERBIAL POSTPOSITIONS (-EY, -EYSE, AND -(U)LO) IN KOREAN: ANALYSIS OF L1-KOREAN CORPORA AND L2-KOREAN TEXTBOOKS

dc.contributor.advisor Park, Mee-Jeong
dc.contributor.author Jung, Boo Kyung
dc.contributor.department East Asian Language & Literature
dc.date.accessioned 2020-11-25T18:24:05Z
dc.date.available 2020-11-25T18:24:05Z
dc.date.issued 2020
dc.description.degree Ph.D.
dc.identifier.uri http://hdl.handle.net/10125/70363
dc.subject Linguistics
dc.subject Pedagogy
dc.subject Asian studies
dc.subject Frequency
dc.subject Korean adverbial postpositions
dc.subject Language learning
dc.subject Textbook analysis
dc.title VERB USE FOR THE LOCATIVE FUNCTIONS OF THREE ADVERBIAL POSTPOSITIONS (-EY, -EYSE, AND -(U)LO) IN KOREAN: ANALYSIS OF L1-KOREAN CORPORA AND L2-KOREAN TEXTBOOKS
dc.type Thesis
dcterms.abstract Due to the multiple form-function relations of adverbial postpositions such as -ey, -eyse, and -(u)lo in Korean, the ways in which learners of Korean acquire these postpositions have been a long-standing research question. This dissertation investigates two main points: 1) the types of linguistic environments that elicit the locative functions of adverbial postpositions such as -ey, -eyse, and -(u)lo in L1 corpora and textbooks for L2 learning, and 2) the ways in which textbooks reflect verb use associated with such adverbial postpositions discovered in L1 corpora. More specifically, I examine the types and frequency of verbs occurring with each postposition and key verbs in relation to the types of corpora (e.g., L1 written-L1 spoken, L1 written-L2 textbook, L2 textbook-L2 textbook). I also analyzed association strengths between each postposition and co-occurring verbs by utilizing written and spoken data from the Sejong corpora as well as two types of textbooks for learners of Korean. The four main implications and findings of this study are: 1) In the Sejong corpora, some verbs were overwhelmingly used more frequently with a specific postposition (iss- ‘to be/exist’ with -ey, ha- ‘to do’ with -eyse, and ka- ‘to go’ with -(u)lo) while their token frequencies decreased exponentially, thus following a Zipfian distribution for both written and spoken corpora. Those verbs manifested the highest association strengths with that particular postposition. 2) Verb distributions in the two types of textbooks exhibited dominant usage of a few verbs, also following a Zipfian distribution. However, the most frequent verbs with each postposition in the textbooks differed from those in the L1 corpora: ka- ‘to go’ with -ey, ha- ‘to do’ and sal- ‘to live’ with -eyse, and ka- ‘to go’ with -(u)lo. The verbs that exhibited greater association strengths over other verbs with -ey, -eyse, and -(u)lo in the textbooks were ka- ‘to go’, ha- ‘to do’ and manna- ‘to meet’, and tolaka- ‘to detour’ respectively. 3) In the textbooks, a limited number of verbs was introduced at the beginner level, but this number progressively grew for each postposition as target proficiency levels increased. While there were some dominant verbs for each postposition across all the levels in both textbooks, individual instances of these verbs differed according to level and textbook type. 4) Keyness analysis for each corpus yielded a number of distinctive verbs that occur with -ey, -eyse, and -(u)lo respectively, thus revealing unique characteristics for each corpus. Findings from this dissertation lead to considerations about setting and building instructional goals and directions in two ways. First, frequency lists extracted from L1 corpora are useful not only in designing textbooks but also for class materials. Second, combinatorial use of these postpositions and verbs (which follow Zipfian distribution) suggests the need for a pattern-based instruction of postpositions. Considering that one important aim of second/foreign language learning is to expand repertoires of language use attested in the target language, learning frequent patterns of each postposition and verbs in the L1 corpus as a first step followed by purposefully expanded uses of each postposition with other linguistic items will ensure efficiency in learning.
dcterms.extent 185 pages
dcterms.language en
dcterms.publisher University of Hawai'i at Manoa
dcterms.rights All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.type Text
local.identifier.alturi http://dissertations.umi.com/hawii:10734
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