This study contrasted the response relationship and constraints of the Chinese phrase ‘S+給+NP1+V+NP2’ between ‘给’ and Korean ‘에 게’. Both ‘给’ and Korean ‘에게’ have something in common that they can lead to the objects of grant, communication, or benefit, but there were also certain constraints on the response relationship. In order to clarify this constraint, this study first classified semantic items according to the following nouns and trailing predicates of the phrase ‘S+給+NP1+V+NP2’ and their semantic relationships. Based on this, this paper compares Chinese ‘给’ with Korean ‘에게’ and analyzes the differences between the two. As a result of the analysis, the correspondence between the two was affected by the following constraints. First, the correspondence is established if the object ‘에 게1’ and ‘给1’ are living beings. Second, when ‘에게1’ contains [+benefit] or [+transmission] positive semantics, it is impossible to communicate with ‘给2’ to each other. Third, when both the subject of action and the posterior object are living things, there is a correspondence between ‘에게3’ and ‘给5’. However, there is a difference in the meaning of ‘给5’ and ‘에게3’ in Korean. ‘给5’ has a function that emphasizes the posterior predicate, but ‘에게3’ in Korean does not have such a function.

This paper reports results from two types of priming experiments (i.e., masked and cross-modal priming experiments) which compare Chinese L2 learners’ morphological processing of a Korean verbal suffix -ko with adult native speakers of Korean. L1/L2 differences were found in both the masked and cross-modal priming experiments: Full priming effects were found in the masked priming experiment and partial priming effects in the cross-modal priming experiment in L1, while weak or no priming effects were found in both types of priming experiments of L2. These findings indicate that L2 learners of Korean are less sensitive to morphological structure than native speakers and dependent on the lexical storage of the full form. This study also provided evidence for the non-difference between the masked priming and the cross-modal priming experiments both in L1 and L2.

By using the methodological framework of conversation analysis, this study combines a grounded study of interactional linguistics focusing on L2 speakers' interactional competence in the use of Korean sentence-ending suffix -ketun. Based on the previous studies which examined the use of -ketun in L1 Korean speakers’ conversation, this study analyzes data taken from different levels of Korean language classroom interactions, with close attention to the learner's usage of the target suffix in formulating a dispreferred response. The findings of the study demonstrate that the L2 advanced students' use of -ketun is much closer to that for L1 speakers in constituting a dispreferred response while claiming epistemic primacy. On the other hand, extremely low frequency in the use of -ketun is a distinctive linguistic-pragmatic features that characterizes use of -ketun by L2 speakers at lower levels of competence. The advanced students' diversification may be an indicator of their more adaptive, context-sensitive conduct, suggesting an increased interactional competence. Close scrutiny of the use of -ketun in this study aids to reveal whether and to what extent its interactional use by L2 speakers of different proficiency levels approaches that of L1 speakers.

From a conversation-analytic perspective, this paper examines the ways in which the Korean sentence-ending suffix (SES) -ketun is used in naturally occurnng sp아<en Korean 이 scourse. Focusing on the question of how the practice of informing implemented by the ketun-utterance provides a basis for the sequentially implemented action of account-giving (Kim & Suh 2뼈)， it a n따yzes (i) the nature of the information marked by -ketun in terms of how it is grounded, (ii) the sequential contexts where the informing sequence that -ketun generates is embedded, and (iii) features of the ketun -marked account with reference to the practices of formulating non-negotiable upshot, evo싸 ng positionally relevant identities, unpackaging information geared to enlightening the address얹. and stance-shifting. These practices are analyzed as being constitutive of the action-organizational features of the ketun-marked account, whose upshot is proposed to be that of evo써 ng and managing the information gap or disparity in knowledge asseπed by the speal<er to exist between the partlclpants.

신어는 당대의 사회 모습을 아주 적극적으로 보여주는 동시에 해당 언어권의 어휘들이 갖고 있는 구조와 생산성을 확인할 수 있는 자료가 된다. 하지만 교육 현장에서 신어는 교육용 어휘 목록에서 많이 배제되어 왔다. 그런데 지속적으로 신어가 형성되고 쓰이면서 비슷한 원리를 바탕으로 만들어지는 어휘들이 생겨나고 신어 내에서도 새로운 의미적, 형태적 규칙이 형성되고 있음을 확인할 수 있다. 때문에 신어 자료 내에서 학습자의 단계에 맞는 목표어휘를 고려하고, 교수-학습 방안에 적합한 어휘들을 잘 선정하여 활용한다면 충분히 한국어 교육 자료로서의 가치가 있다고 본다. 이에 본고에서는 한국어 교육에서 학습자의 어휘력을 향상시키기 위해 활용할 수 있는 신어의 인칭 접미사 목록을 살펴보았다. 특히 인칭 접미사는 1994년부터 2017년까지 공개된 국립국어원의 신어 관련 자료집을 기준으로 할 때 꾸준히 출현하며 생산성이 높은 편에 속한다. 이러한 관점에서 국립국어원에서 조사 발표한 신어 (1994-2017) 자료집과 한국어 교육 어휘 내용 개발 (2012-2014) 보고서를 바탕으 로 살펴보았다. 그 결과 총 66개의 신어 인칭 접미사 목록 중에 9개의 인칭 접미사가 한국어 교육에 적합하다고 판단되었다. 최종 선정된 인칭 접미사는 ‘-돌, -맨, -짱, -파라치, -걸, -덕/덕후, -맘, -어/러/터, -우 먼’이다. 이상의 관점에서 신어의 인칭 접미사는 일정 기준을 바탕으로 그 목록을 마련한다면 충분히 한국어 교육 시에 어휘 교육 자료로 활용 가능할 것으로 보인다. 또한, 이러한 논의는 그동안 한국어 교육에서 거의 다루지 않았던 신어 자료의 교육적 가치를 재검토함으로써 앞으로 기존 한국어 교재나 자료들의 한계점을 보완하는 데에 활용될 수 도 있을 것이라 본다.