인지언어학적 관점의 시제 교육에 관한 고찰

초록

This study purposed to examine the patterns at which tense was handled in grammar education and to propose directions for organizing new contents of tense education from the viewpoint of cognitive linguistics. In order to expand existing grammar education focused on ‘accuracy’ to that focused on ‘effectiveness’ as suggested in this study, we need to introduce actively three approaches of experience, salience and ideology from the viewpoint of cognitive linguistics into grammar education. Current grammar education emphasizing the accurate and correct use of Korean language can be expanded to effectiveness‐oriented grammar education emphasizing ‘meaning’, ‘expression’, and ‘language use’ based on the viewpoint of cognitive linguistics, and the contents of grammar education can be reorganized into a language form that reveals the intentions of writers and speakers effectively. At that time, the contents of tense education may go beyond learners’ simple practice of the tri‐component system of ‘past‐present‐future’ to cognitive linguistic and cross‐cultural perception of time expression and further to the comprehensive understanding of tense, mood and aspect. For this, we identified questions in the tense of Korean language, which are: Is the tense system of Korean language of two components or three components; (2) Is Korean language a tense‐centered language or a mood‐centered language; and (3) what is the semantic function of future tense morpheme ‘겠’. In addition, from the viewpoint of cognitive linguistics, we suggested the transition of the contents of tense education from form‐centered to meaning‐centered, from token‐centered to type‐centered, and from understanding‐centered to expression centered.

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