교수-대학생 간 대화에서 해라체 ‘-다’의 사용

초록

This study involves the analysis of how ‘-ta’, a representative sentence ending marker in written language, is utilized in task-oriented interactions between professors and university students. The ‘-ta’ style is typically employed in print media aimed at an unspecified audience, yet it is also widely used in spoken language. In this research, which focuses on task-based conversations involving 40 professors and students arranging 15 pictures to create a story, ‘-ta’ appeared 176 times. The analysis distinguishes when ‘-ta’ appears independently and when it occurs in response turns. When used independently, its primary functions involve (1) storytelling and (2) conveying momentarily perceived information or feelings. When it occurs as a response turn, it serves as (1) echo questions and (2) backchannel responses. The semantic diversification of the neutral written marker ‘-ta’ in conversations can be explained as a shift toward subjectification and intersubjectification. Moreover, the function of signaling momentarily perceived information by ‘-ta’ suggests potential mirative functions, prompting the need for further research.

키워드