A Study on Discussion Education of Korean Motion for Foreign Learners

Objectives The purpose of this study is to analyze the discourse meaning of Korean passive expression to classify the discourse function, and then seek educational measures so that foreign learners can understand its meaning and use it as a tool for actual communication. Methods First, the discourse function of the passive expression is classified by extracting the passive sentences from the standard Korean dictionary and dividing the discourse meaning according to ‘Roman Jacobson's language function’. Second, a test item and questionnaire questionnaire questionnaire are designed to focus on the passive sentences most often covered in Korean textbooks at each university institution, and a survey on the frequency of use, understanding the passive content, and awareness of passive expressions in Korean is conducted for Korean learners at the University of A. Additionally, it examines the passive education in the field of education for Korean language instructors. Third, whether the educational content of passive in Korean textbooks at seven of the most commonly used Korean university institutions can understand the discourse meaning used by the native speaker and furthermore, whether it can be used as an actual discourse meaning. The ‘grammar elements, discourse, and pragmatic elements’ presented in Lee Hae-young's (2001) evaluation and analysis criteria of the textbook are analyzed in the framework, and the spiral education effect of the textbook composition is also examined. Fourth, based on the analysis results, a practical discourse education plan for passive is presented. Results First, foreign learners who learned the passive expression expressed it in an active manner as much as possible avoiding the use of passive, and they were unaware of the function of passive discourse used by native speakers. Additionally, the instructor was aware of the limitations of the learner's ability to use the current passive education content. Next, in Korean textbooks, most of the passive education content is texts that only know grammatical meanings, so foreign learners only remember grammatical meanings and cannot learn the meaning of discourse in communication. Finally, after the unit learned the passive expression, the learning effect lost its persistence and gradually disappeared, confirming the educational limitation. Conclusions This analysis raises the need for effective passive education that can be used in communication for foreign learners. To this end, when text-oriented discourse education, which is frequently used in everyday life in listening, speaking, and reading classes, is conducted after passive grammar classes, foreign learners can understand the meaning of discourse in conversations with native speakers and can be used as a discourse strategy for successful communication of learners. This study is significant in that it analyzes the actual state of passive education and its limitations for foreign learners, systematically classifies the discourse function of passive so that it can be used as a practical communication tool, and suggests the educational plan.