중 고등학교 교과서에 나타나는 가산성 전환에 관한 연구

Abstract

Countabiliy is the most difficult concept for Korean Students. It's because concept of coutability in Korean is different from that in English. Besides, Countabilty is not a fixed concept. Many grammar books explain that concrete nouns are countable and abstract nouns are uncountable. However, in current Mid and Hish school textbooks, some uncountable nouns are used as countable. Of course, there are opposite case. In other words, some nouns are used as both countable and uncountable. This situation is called 'Conversion' or 'Shft'. If these 'Shifted' nouns are used in textbooks, Korean students who acquired word in dichotomy can be confused. Therefore, there is a need to find out in what context this 'Shift' happen and how students will react with it. First part of the research is to find out in what context the shift occurs. Follwing is the result of the research.

1. A countable nouns is shifted to uncountable if it refers abstract concept rather than its form of individualized existence and is broken down their external form. 2. Uncountable nouns is shifted to countable if it refers a kind of its meaning, makes individualization and means a unit of its meaning, refers an instance of its meaning. If the uncountable abstract noun becomes concrete nouns rather than having its original meaning, it can be countable.

The second part of the research is to survey how Korean students and native speakers realize the 'shifted words' found in the textbooks. Korean students are in 'Samsung Edu Academy' and Native speakers are foreign teachers in PKNU. Following is the result.

1. Korean students realize the countability of noun by the preference of it, but hardly understand the 'shift'. 'Shift' is practically used in textbook by some context. On the other hand, Native speakers easily accept the 'shifted words'.

Though Korean students are not used to dealing with 'Shift', there are many 'shifted' words in textbook without any explanation. There is need to add statement or explanation for 'shifted' words and make students understand and accept them. In this research, selected textbooks were examined. However, it could be meaningful if we figure out how 'Shift' occur in spoken English and what is the reason for the 'countability preference'.