The main purpose of this paper is to examine the intersubjective experiences of those who use the ‘-geodeun’ construction within the Korean language. For this purpose, we consider two categories; those based on ‘modality’ and those based on ‘information structure.’ Based on consideration, two categories is not appropriate for the term ‘-geodeun’. Therefore, this paper suggests new grammatical category (intersubjectivity). Using this category, we are able to explain how ‘-geodeun’ is used in both exceptional and normal cases. Furthermore, intersubjectivity is a comparative concept and requires learners to compare the use of ‘-geodeun’ with similar constructions in their mother tongues. In the view of intersubjectivity, ‘-geodeun’ expresses speaker’s attention to listener. Speaker exposes attention to listener’s knowledge and judges whether listener knows about the information included speaker’s utterance (message). Especially, ‘-geodeun’ can be used both new and old information to listener. On based on this usage, this paper suggests models of instruction for teaching and learning intersubjectivity of ‘-geodeun’ for increasing applicability of actual education field. Introduction of concept of intersubjectivity contributes to improving Korean grammar accuracy between similar grammar item and learners’ fluency.

I. 서론
II. ‘-거든’의 개념 범주
    1. 양태와 정보구조의 관점
    2. 상호주관성 관점
III. ‘-거든’의 상호주관성 표현
IV. ‘-거든’의 상호주관성 교육 방안
    1. ‘-거든’의 상호주관성 교육 요소의 도출
    2. ‘-거든’의 상호주관성 교수·학습 방안
V. 결론
참고문헌

• 강신희(대학원생, 한국외국어대학교 일반대학원 국어국문학과) | Shin-Hee Kang