introduction
Introduction / The Importance of 'Korean Verbs' and the Need for 'Pattern Learning'

Part 1
Discussion and Theory: Pattern-Centered Verb Teaching
1.
Review: Existing Discussions on Verb Education
1.1.
Grammar Item Teaching Theory
1.2.
Particle teaching theory
1.3.
Sentence pattern education theory
1.4.
Polysemy Education Theory

2.
Why 'Pattern'?: The Concept and Usefulness of Patterns
2.1.
The concept and history of patterns
2.2.
Scope of patterns and similar concepts
2.3.
The educational utility of patterns

3.
Exploration: Verb Patterns: What to Extract and How?
3.1.
Discussion on selection of main verbs
3.2.
Observations of corpora and types of Korean verb patterns
3.3.
Processing and utilization of corpora

4.
Establishment: How to Select Verb Patterns for Education?
4.1.
Criteria for pattern selection
4.2.
Principles for selecting patterns for syntactic education
4.3.
Principles for selecting patterns for semantic education

5.
conclusion
5.1.
Summary and Organization
5.2.
Remaining issues

Part 2
Application: List of patterns for teaching verbs
index
1.
'go'
2.
'Have', 'Have'
3.
'Walk' (move with alternate feet)
4.
'hang' (hang)
5.
'wait'
6.
'draw'
7.
'end'
8.
'go out'
9.
'divide'
10.
'Nada' (to rise from the ground)
11.
'come out'
12.
'appear'
13.
'remain'
14.
'spawn'
15.
'get off'
16.
'exceed'
17.
'enclose'
18.
'put'
19.
'feel'
20.
'go'
21.
'encounter'
22.
'subtend'
23.
'turn' (causative verb of 'turn')
24.
'return'
25.
Return
26.
'lay'
27.
'listen'
28.
'Hold 1' (inside~), 'Hold 2' (thing~)
29.
'hear' (passive verb of 'listen')
30.
'enter'
31.
Come in
32.
'Follow' (to chase after)
33.
'leave'
34.
'get off'
35.
'drink'
36.
'meet'
37.
'make'
38.
'say'
39.
'Correct 1' (not wrong), 'Correct 2' (harmed by external impact)
40.
'take charge' (take responsibility and be in charge of)
41.
'eat'
42.
'don't know'
43.
'collect'
44.
'ask' (ask for an answer or explanation)
45.
'To go crazy' (to reach or arrive)
46.
'trust'
47.
'change'
48.
Look at
49.
'Receive' (take something given by someone else)
50.
'define'
51.
'learn'
52.
'let go'
53.
'see'
54.
'See' (passive verb of 'see')
55.
'call' (to call someone)
56.
'Ppajida1' (come out), 'Ppajida2' (fall)
57.
'buy'
58.
'live'
59.
Think
60.
'befall'
61.
'stand'
62.
'erect'
63.
'start'
64.
'Write 1' (write), 'Write 2' (wear a hat), 'Write 3' (use)
65.
'sit'
66.
'know'
67.
'get'
68.
'open'
69.
'open' (passive verb of 'open')
70.
'come'
71.
'rise'
72.
'raise'
73.
'Cry', 'Laugh'
74.
'For'
75.
'make'
76.
'Irda' (reach the destination)
77.
'wake up'
78.
'cause'
79.
'read'
80.
'put on'
81.
'piece'
82.
'grapple'
83.
'give'
84.
'die'
85.
'pass by'
86.
'do'
87.
'protect'
88.
'compose'
89.
'find'
90.
'Chi-da' (hit)
91.
'Tada' (to get on and take a seat)
92.
'pass'
93.
'sell'
94.
'lean towards'
95.
'flow'

References

This book was published in 2008 based on the author's doctoral dissertation titled [A Study on Korean Verb Education: Focusing on the Selection of Patterns for Verb Syntax and Semantic Education].
As a Korean language teacher, I had many opportunities to observe the speaking and writing of intermediate and advanced Korean language learners while writing my dissertation.
From this experience, I was pondering what to focus on when dealing with various errors made by Korean language learners from the perspective of a Korean teacher, and I came to believe that one alternative was to focus on teaching the case frames or sentence structures of individual verbs.


It cannot be said that this book contains groundbreaking ideas or pioneering results in the field of Korean language education.
Nevertheless, the reason I am publishing this book is because I hope that research related to educational content theory will be promoted in the Korean language education field, and because I wanted to show that research like the one presented in this book is possible if educational content is organized based on the contents raised in various existing language teaching theories.


introduction
This book was published in 2008 based on the author's doctoral dissertation titled [A Study on Korean Verb Education: Focusing on the Selection of Patterns for Verb Syntax and Semantic Education].
As a Korean language teacher, I had many opportunities to observe the speaking and writing of intermediate and advanced Korean language learners while writing my dissertation.
From this experience, I was pondering what to focus on when dealing with various errors made by Korean language learners from the perspective of a Korean teacher, and I came to believe that one alternative was to focus on teaching the case frames or sentence structures of individual verbs.


Even after writing my dissertation based on these thoughts, I, who continued my life as a Korean language teacher, still found it difficult to shake the feeling that research on educational content in the Korean language education field seemed to be lacking.
While errors made by Korean language learners were a central theme of early Korean language education research, later on, research on teaching methods became popular, and research on the target audience of Korean language education also became popular, depending on whether the target audience was multicultural immigrant women or foreigners studying for academic purposes.
On the other hand, there were also occasional notable interests in teaching methods utilizing media, Korean culture education, or literature education.
Unfortunately, among such research materials, research on the ‘educational content’ that should be taught in Korean language education was rare.


Due to my limited academic background, I have not been able to verify all the research that may have been published domestically or internationally, but I believe that at least within the broader framework of the Korean language education community, the content theory of Korean language education has not been prominent.
This is precisely what prompted me to compile my thesis, which I had written quite some time ago, into a book.
My mentor, Hyedang Park Young-sun, used to emphasize that education must be harmonious among three elements: content, method, and evaluation.
If my observation is not wrong, it would not be an exaggeration to say that although there may have been subtle progress in the methodological aspect of Korean language education, research on educational content is relatively lacking.


In fact, it is true that I felt embarrassed after deciding to publish this book.
It cannot be said that this book contains groundbreaking ideas or pioneering results in the field of Korean language education.
Nevertheless, the reason I am publishing this book is because I hope that research related to educational content theory will be promoted in the Korean language education field, and because I wanted to show that research like the one presented in this book is possible if educational content is organized based on the contents raised in various existing language teaching theories.


Perhaps readers who discovered this book in a bookstore were a little surprised by its size.
This is because I have collected both the theory and application parts together to my heart's content.
In the theory section, I tried to include the process of selecting various Korean verb teaching patterns that will be introduced in the application section without any additions or subtractions.
If you look at this book with a little more focus, I think you will be able to read traces of the author's efforts to select patterns as educational content.
Meanwhile, the application section is presented as a result of that consideration.
This section also considered its value as practical material that would be useful to current Korean language teachers.
So, I tried to edit the application section in advance.
I hope that my hope is that this will be of some help to many teachers who are teaching or wish to teach Korean both domestically and internationally.


When I was a sophomore in college, I saw the preface to Professor Lee Gwan-gyu's book, "A Study on the Equivalent Structure of the Korean Language," which was on a shelf in the library. I thought to myself that I, too, would like to write such a wonderful preface someday.
Because I was deeply moved by the preface that contained his religious faith and gratitude.
As I write the preface to this book, I am filled with fear about who I will reveal to others.
But I would like to at least express my gratitude to you four.
First, I would like to express my sincere gratitude to President Kim Jin-su of Hankookmunhwasa for making the important decision to publish a book of this scale despite the worsening publishing environment.
And I would also like to express my gratitude to Professor Kim Jeong-sook of Korea University, who emphasized the need for research related to educational content when I was studying Korean language education.
I would also like to thank Professor Choi Woon-ho of Mokpo National University, who has a more extraordinary mind and talent than any Korean linguist I have ever met.
If I hadn't attended the graduate seminar he taught at Kyung Hee University, it might have taken me a long time to apply the main computational linguistic methodologies used in this book.
And finally, I would like to express my inexpressible gratitude to Professor Hyedang Park Young-sun, my mentor and second mother, who has had a great influence on my academic thinking and practice.


These days, I'm likely to get criticized for talking about religion rashly, but I still want to say this, relying on my faith.
In Christianity, there is a very famous gospel song called 'God's Grace' sung by vocalist Jong-ho Park.
In that song, there is a lyric that says, “Everything I am is by the grace of God.”
Even for those who pursue their studies as a calling, life is difficult and overwhelming.
I cannot help but confess that it is all by God's grace that I, a timid and low-spirited writer, have been able to publish this book.