Teaching Grammar for Spoken Korean to English-speaking Learners: Reported Speech Marker '-dae'.

영어권 학습자를 위한 한국어 구어 문법 교육 - 보고 표지 '-대'를 중심으로 -

The development of corpus in recent years has attracted increased research on spoken Korean. Nevertheless, these research outcomes are yet to be meaningfully and adequately reflected in Korean language textbooks. The reported speech marker '-dae' is one of these areas that need more attention. This study investigates whether or not in textbooks '-dae' is clearly explained to English-speaking learners to prevent confusion and misuse. Based on a contrastive analysis of Korean and English, this study argues three points: Firstly, '-dae' should be introduced to Korean learners as an independent sentence ender rather than a contracted form of '-dago hae'. Secondly, it is necessary to teach English-speaking learners that '-dae' is not equivalent to the English report speech form. It functions more or less as a third person marker in Korean. Learners should be informed that '-dae' is used for statements in English, if those statements were hearsay but the source of information does not need to be specified. This is a very distinctive difference between Korean and English and should be emphasized in class when 'dae' is taught. Thirdly, '-dae' should be introduced before indirect speech constructions, because it is mainly used in simple statements and the frequency of '-dae' is very high in spoken Korean.