The purpose of this study is to present the contents of ‘Korean politeness’, which can be used to learn ‘Korean as a Second Language’, from the perspective of ‘conversational performance’. To this end, first, the concept of Korean politeness was examined in two elements: ‘sociocultural norm consciousness’ and ‘conversational strategy of individual speech act’. A conversational performance model of Korean politeness was also investigated as a educational unit of politeness contents. This performance model is composed of ‘adjacency pair’ and based of ‘common ground’ including honorific and speech act requirements. In order to construct educational politeness contents for KSL learner, conversational scenes of the revised KSL textbook, Standard Korean for Elementary Schoolchild were then analysed. In conclusion, politeness contents of KSL textbook were revealed in three aspects: ‘practice of using honorific style’, ‘politeness routines’, ‘politeness expressions and strategies’. Based on the results of the analysis, the direction of politeness education for KSL learners in elementary school was finally proposed in both ‘speech act’ and ‘conversation type’ pragmatic education.

This study investigates whether L2 learners employ similar processing strategies as native speakers when disambiguating attachment of a relative clause (RC) in Korean as a second language (KSL). Different processing strategies were tested with temporarily ambiguous sentences containing RCs when the head NP is a complex NP (NP1 of NP2), in which either NP1 (low attachment, LA) or NP2 (high attachment, HA) can be an antecedent. The RCs were controlled for length (short vs. long) and position-sentence initial (scrambled word order) vs. sentence medial (canonical word order). Native speakers consistently showed a clear HA preference regardless of the length or the position of the RCs, whereas KSL learners showed a clear LA preference. The attachment differences between L1 and L2 are discussed in terms of transfer and prosodic sensitivity.

본 연구에서는 교사말에서 나타나는 메타언어적 기능의 실제 수행이 어떻게 이루어지는지 살펴보았다. 한국어교실에서 교사는 수업 도중 대상어를 통해 언어적 정보를 제공하는데, 이 대상어를 통해서 교사가 메타언어적 기능을 어떻게 구체적으로 제공하는지 실제 예를 통해서 살펴보았다. 대상어를 기준으로 어떤 정보를 제공하느냐에 따라 대상어의 발음 정보 제공 기능, 대상어의 문법 정보 제공 기능, 대상어의 의미 정보 제공으로 범주를 나눌 수 있다. 그 결과, 대상어의 의미 정보 제공 기능에서는 의미 단순 제공, 제3 언어로 제공, 경험 상기, 확인, 문법 용어 제공, 결합 정보, 사용 맥락, 다른 의미의 예 등이 수행되는 것을 확인 할 수 있었다. 본 연구는 한국어 교사의 실제 발화 자료를 통해 메타언어적 기능을 분석했다는 점에서 의의를 가진다고 볼 수 있다.