담화 표지의 습득과 발달

Abstract

This study is aimed to investigate the characteristics for learning and developing the forms of discourse markers by those ranging from infants to elementary school students. It was found that infants learned the forms of discourse markers in a limited manner. The frequency of the use of overall discourse markers was not steadily decreased or increased in accordance with the age of the users of the discourse markers. As for the types of discourse markers, ‘어’ and ‘근데’ were increasingly used in accordance with the age of the users of the discourse markers while ‘-요’ and ‘있잖아’ less frequently used by older persons. Among elementary school students, directive discourse markers types newly emerged and each of the discourse types was added with new forms. The frequency of the use of discourse markers was not steadily decreased or increased among elementary school students. However, elementary school students used more than two times of the markers in comparison with infants, which implies that the age had influence on the use of the discourse markers. Furthermore, higher graders were characterized by the use of a relatively less amount of interjection discourse markers and of a rapidly increasing amount of directive discourse markers, and by the use of a less amount of ‘있잖아’ and of an increasing amount of ‘말이야’.