How to teach the particles ‘-e’ and ‘-eseo’ in

Korean language to Thai learners *

Yoon, Kyoung Won∗∗

1. Introduction

Today a Korean languaget eaching in Thailand has been brisk. Since it

has begun at Prince of Songkhla University in 1986, Korean languaget
eaching has been widespread throughout the country including middle and
high school as well as university, and the learners has been rising
dramatically. Therefore, it can be said that the Korean languaget eaching is
no more the impulse of moment influenced from Korean wave but is settled
down as a study. In accordance with this, the Korean languaget eaching is
needed in-depth study only for Thai learners.
One of the distinct characteristics of Korean language as a SOV typed
language is a postpositional language that grammatical relationship is
positioned after a substantive or a predicate. Especially Korean language
has the case-particle which Thai language belonging to a SVO typed
language does not have. Because of this reason, Thai learners studying
Korean language is faced with difficulties in learning functions and
meanings of particles. Kim Young-man (1994) claimed in his study of the
errors in writing Korean language that the errors of using case-particles

*
This work was supported by the research grant from Hankuk University of
Foreign Studies of 2012.
**
Professor of department of Thai Interpretation and Translation, HUFS
were ranked on the top and the errors of using adverbial case-particles were
highest among the errors. Ko Suk-joo (2004) also analyzed that English
and Chinese users who do not have particles in their languages made
mistakes in using the ellipsis and the substitution of particles in Korean
language the most. Thai language users can correspond to this category1.
This study aims at investigating the meanings and functions of adverbial
case-particles ‘-e’ and ‘-eseo’ in ultimate purpose discovering and
analyzing the substitutional expressions and rules to help Thai learners
understand meanings of two particles exactly and use properly. Adverbial
case-particles ‘에 -e’ and ‘에서 -eseo’ are used in meaning of location,
time, cause and reason, unit, decisive criteria, a doer and equipment, giving
and adding, qualification and status, situation and scope, object,
enumeration, idioms etc. In this study, I would research the case study of
meaning of ‘location’ and ‘movement’ which occurs the errors for Thai
learners the most. See the following examples.

Ex) a: dongsaeng-i jib-e itta. (My sister is at home)

동생이 집에 있다
→ นองอยูที่บาน neong yu thi ban

b: dongsaeng-i jib-eseo gongbuhanda.(My sister studies at home)

동생이 집에서 공부한다
→ นองอานหนังสือ(อยู)ที่บาน neong an nangseu (yu) thi

ban

The example a) uses the particle ‘-e’, while the example b) uses the
particle ‘-eseo’. When these two are translated into Thai language, both use
a preposition ที่. However, it is not always translated that ‘-e’ and ‘eseo’ in

1
백봉자(1991)에서는 보다 자세한 예를 들고 있다.

38 東南亞硏究 22 권 3 호
Korean language change into ที่ in Thai language. See the following
examples.

Ex) chingu-ga thaeguk-e ganda. (My friend goes to Thailand.)

친구가 태국에 간다
→ เพื่อนไปเมืองไทย pheuan pay meuangthay

The above example is the sentence of Korean ‘-e’ translated into Thai
language. In this case, the preposition ที่ can be omitted in Thai sentence.
As the above examples, adverbial case-particle ‘-e’ and ‘-eseo’ in
Korean language are not always translated into preposition ที่ in Thai
language when they have the meaning of ‘location’ and ‘movement’.
Therefore, I would illustrate the characteristics of the case that adverbial
case-particle ‘-e’ and ‘-eseo’ have the meaning of ‘location’ and
‘movement’ in chapter 2, and examine the substitutional expression in Thai
language in chapter 3. Lastly in chapter 4, I would suggest the effective
way to teach for Thai learners from the results of the chapter 2 and 3 in this
study.

2. Categorizing of meaning of the adverbial case-

particles ‘-e’ and ‘-eseo’ in Korean language

A location is the place where something happens or is situated, while a

position is to occupy or reside a certain place(주은경:2003). Adverbial
case-particle ‘-e’ and ‘-eseo’ in Korean language are used with a noun has
a meaning of location; ‘-e’ indicates the place where someone or something
exist or locate; ‘-eseo’ indicates the place where some action or motion

How to teach the particles ‘-e’ and ‘-eseo’ in Korean language to Thai learners 39
happen (The National Institute of the Korean Language 2007: 559). I
would look into ‘-e’ in using of meaning of location first.

2.1 Categorizing of the meaning of ‘-e’

2.1.1 Location
A ‘location’ is the most typical meaning of adverbial case-particle ‘-e’.
The particle ‘-e’ positions after a noun of [location] or [position] and
indicates the place where someone or something exist or locate. It is
usually used with verbs of [existence] such as ‘itta, gyesida, eopta, salda,
meomureuda, cheryuhada’ or similar words, and action verbs such as ‘anta,
sseuda, nupda, jjikda, buchida, nottha, namda(안령군 2005).

(1) a. na-neun daejeon-e itta. (I live in Daejeon.)

나는 대전에 있다
b. bumonim-eun Seoul-e salgo- gyesida.(My parents live in Seoul.)
부모님은 서울에 살고 계시다
c. jigeum dongsaeng-eun bang-e eopta.(At the moment a sister is
not at a room.)
지금 동생은 방에 없다

The example (1) is the sentences that adverbial case-particle ‘-e’

indicates the specific places where the subjects locate. ‘Daejeon’ in (1a)
indicates ‘a site where I locate’. (b) and (c) also indicate ‘living’ and
‘existing’ places.

(2) a. sikdang-e saram-i mantha.( At a cafeteria there are many people.)

식당에 사람이 많다

40 東南亞硏究 22 권 3 호
 b. doseogwan-e saram-i jeokta.( At a library there are few people.)
도서관에 사람이 적다

In case of adjectives to show someone’s situation in the specific places

such as ‘mantha, jeokta, deumulda’ in the example (2) can use the particle
‘-e’.

(3) a. haksaengdeul! eoja-e anjeuseyo. (Students! Please sit on the

chair.)
학생들! 의자에 앉으세요
b. abeoji-neun gyeyakseo-e dojang-eul jjikeotta.(Father stamps
on the contract document.)
아버지는 계약서에 도장을 찍었다

All the predicates in (3) are verbs to have locations or positions where
actions or motions as an argument.

2.1.2 Movement
An adverbial case-particle ‘-e’ combines with a noun to indicate location
or position. When it is used with predicates such as ‘gada, oda, danida,
naerida, oreuda, dochakhada, ireuda, dodalhada, dadareuda, michida’, it
means ‘movement’.

(4) a. oneul achim-e iljjik hakkyo-e gatseoyo. (I went to school early

this morning.)
오늘 아침에 일찍 학교에 갔어요
b. cheolsussi-do doseogwan-e wayo. (Cheolsoo comes to the
library too.)
철수씨도 도서관에 와요

How to teach the particles ‘-e’ and ‘-eseo’ in Korean language to Thai learners 41
 c. jeo-neun hwesa-e danimnida. (I go to company.)
저는 회사에 다닙니다
d. Seoul-e dochakhaetta.(Arrived at Seoul.)
서울에 도착했다

In (4), the adverbial case-particle ‘-e’ combines with the point to reach
or the destination to aim and means ‘to move to ~’.

2.2 Categorizing of meaning of ‘-eseo’

2.2.1 Location
An adverbial case-particle ‘-eseo’ combines with a noun or an action
verb to indicates location or position, and means [location] where some
actions or motions happen.

(5) a. eoje jip-eseo television-eul boatta. (I watched a television at

home yesterday.)
어제 집에서 텔레비전을 보았다
b. uri-neun partyjang-eseo chum-eul chueotta.(We danced at a
party.)
우리는 파티장에서 춤을 추었다
c. geori-eseo geu saramdeul-i yeonghwa-reul chwalyeonghago
itseotta.
(They were filming at the street.)
거리에서 그 사람들이 영화를 촬영하고 있었다
d. eodi-eseo ilhasimnikka? (Where do you work?)
어디에서 일하십니까

As the above example (5), ‘-eseo’ is a type of ‘a noun + -eseo’ which

42 東南亞硏究 22 권 3 호
indicates the places where ‘boda, chuda, chwalyeonghada, ilhada’ are
activated(김재욱:1993). These action verbs mainly appear in this forms.
‘jip’ in (5a) means ‘the place where watched the television’. So when it
indicates the place where general actions are activated as examples, most of
verbs combines with ‘-eseo’2.

2.2.2 Movement
An adverbial case-particle ‘-eseo’ combines with motion verbs such as
‘ddeonada, oda, chulbalhada’ and means ‘departure’.

(6) a. Cheolsu-neun hakkyo-eseo banggeum ddeonatseumnida.

(Cheolsoo has just left to school)
철수는 학교에서 방금 떠났습니다
b. eodi-eseo osyeotseoyo? (Where do you come from?)
어디에서 오셨어요
c. eoje jib-eseo nawatta. (I went out from home.)
어제 집에서 나왔다

As the above example of (6), ‘-eseo’ has a type of ‘a noun + -eseo’.

Predicates such as ‘ddeonada, oda, naoda’ happen in the spot (place),
which indicates the point of departure.

3. Substitutional words in Thai language to ‘-e’ and

‘-eseo’ in Korean language

Thai language is an isolated language and has a S+V+O sentence

2
'에서'는 '인용하다' 와 같은 동사와 함께 '출처'를 나타내기도 한다.

How to teach the particles ‘-e’ and ‘-eseo’ in Korean language to Thai learners 43
structure. Thai language does not have a grammatical element which can
perfectly match up with an adverbial case-particle in Korean language.
However, if it is compared to their characteristics of parts of speech, some
similarities are founded between an adverbial case-particle of Korean and a
preposition of Thai language. The preposition in Thai language positions
ahead of a noun, a pronoun, and a proper noun, and indicates a certain
relationship with other parts, especially is relevant to meanings such as
[location], [time], [person], [direction], [purpose], [means] etc3. Sentence
structures need to be used differently because word orders between two
languages are different. For instance, Korean language has a ‘location + a
particle’ structure, while Thai language has a ‘a preposition + location’
structure4.
The adverbial case-particles ‘-e’ and ‘-eseo’ in Korean language in this
study mostly match up with ‘a preposition + a noun’ – ที่ + a noun type in

Thai language. In this chapter, I will look into substitutions in Thai

language in case that ‘-e’ and ‘-eseo’ are used in meaning of ‘location’ and
‘movement’.

3.1 Substitutional words in Thai language to ‘-e’ in

Korean language

3.1.1 Location
The meaning [location] is the typical meaning of the adverbial case-
particle ‘-e’ in Korean language, which positions after a noun that has a
meaning [location] or [position], and indicates someone or something exist
or locate. Generally, it is used with a word of meaning [existence] such as

3
กําชัย ทองหลอ:2515 참조
4
이러한 형태는 한국어와 태국어에서 모두 부사로 사용된다.

44 東南亞硏究 22 권 3 호
‘itta, gyesida, eopda, salda, meomureuda, cheryuhada’, or a similar word to
the above such as ‘mantha, jeokda, deumulda’, or an action verb such as
‘anda, sseuda, nupda, jjikda, buchida, nottha, namda’. See the following
substitutions in Thai language5.

(7) a. na-neun Bangkok-e itta. (I am in Bangkok.)

나는 방콕에 있다
→ ฉัน อยู ที่ กรุงเทพ ฯ chan yu thi krungthep

b. bumonim-eun Seoul-e salgo gyesida. (My parents live in Seoul.)

부모님은 서울에 살고 계시다
→ คุณพอคุณแม อาศัยอยู ที่ กรุงโซล khun pheo khun mae
asay yu thi krung sol
c. jigeum dongsaeng-eun bang-e eopda. (At the moment my sister
is not in the room.)
지금 동생은 방에 없다
→ ตอนนี้ นอง ไม อยู ที่ หอง teon ni neong may yu thi heong

The example (7) shows an adverbial case-particle ‘-e’ combines with

predicates ‘itta, gyesida, eopta’ and indicates the place where subjects exist
or locate. In (7a) ‘Bangkok’ indicates ‘the spot where I am’. (b) and (c)
also indicates the place where ‘be living’ and ‘be existing’. Predicates
meaning ‘existence’ such as ‘itta, gyesida, eopta’ can substitute to a verb
“อยู” in Thai language, and a particle ‘-e’ can be used to ที่ in Thai
language.
The above examples are generally used, however, sometimes ที่ in Thai

language can be omitted the following cases.

5
태국어에서는 '전치사 /thi/ + 명사'의 형태로 나타난다.

How to teach the particles ‘-e’ and ‘-eseo’ in Korean language to Thai learners 45
 a. ฉัน อยู ที่ กรุงเทพ ฯ → ฉัน อยู กรุงเทพ ฯ
chan yu thi krungthep → chan yu krungthep
b. คุณพอคุณแม อาศัยอยู ที่ กรุงโซล → คุณพอคุณแม อาศัยอยู กรุงโซล

khun pheo khun mae asy yu thi krung sol → khun pheo khun mae
asy yu thi krung sol
c. ตอนนี้ นอง ไม อยู ที่ หอง -> ตอนนี้ นอง ไม อยู หอง
teon ni neong may yu thi heong → teon ni neong may yu heong

The case that ที่ can be seen such an interrogation as the following example.

(8) Geu-neun eodi-e itseo? (Where is he?)

그는 어디에 있어?
→ เขา อยู (ที่) ไหน khaw yu(thi) nay

At the above sentence, it can be said it is more natural expression when ที่
is omitted.

(9) a. sikdang-e samram-i mantha. (There are a lot of people at a

cafeteria.)
식당에 사람이 많다
→ ที่ โรงอาหาร มี คน มาก thi rong a han mi khon mak

b. doseogwan-e saram-i jeokda. (There are a few people at the

library.)
도서관에 사람이 적다
→ ที่ หองสมุด มี คน นอย thi heong samut mi khon neoy

In example (9), when a particle ‘-e’ combines with a predicative

indicating situation of object such as ‘mantha, jeokda, deumulda’, it can be
substitute to the preposition ที่ in Thai language.

46 東南亞硏究 22 권 3 호
 (10) a. haksaengdeul-i oeja-e anda. (Students sit on the chair.)
학생들이 의자에 앉다
→ นักเรียน นั่ง ที่ เกาอี้ nak rian nang thi kaw i

b. abeoji-neun gyeyakseo-e dojang-eul jjikeotta. (Father stamps

on the contract document.)
아버지는 계약서에 도장을 찍었다
→ พอ ปม ตรายาง ที่ กระดาษสัญญา pheo pam trayang thi

kradat sanya

In the example (10), a particle ‘-e’ combines with a predicate that argue
about location or position where an action or a motion happens and
substitute to the preposition ที่ in Thai language.

3.1.2 Movement
As the above, the adverbial case-particle ‘-e’ in Korean language
combines with a noun meaning location or position and when it is used
with a predicate such as ‘gada, oda, danida, naerida, oreuda, dochakhada,
dodalhada, dadareuda, michida’, it indicates the meaning ‘goal of
movement’.

(11) a. oneul achim-e iljjik hakkyo-e gatseoyo. (I went to school

early this morning.)
오늘 아침에 일찍 학교에 갔어요
→ วันนี้ ตอนเชา ไป ที่ โรงเรียน แตเชา wanni teon chaw pay

thi rongrian tae chaw

b. Cheolsussi-do doseogwan-e wayo. (Cheolsu comes to the
library too.)
철수씨도 도서관에 와요
→ คุณชอลซู มา ที่ หองสมุด ดวย khun cheol su ma thi

How to teach the particles ‘-e’ and ‘-eseo’ in Korean language to Thai learners 47
 heongsamut duay
c. Seoul-e dochakhaetta. (Arrived at Seoul.)
서울에 도착했다.
→ มาถึง ที่ โซล แลว ma theong thi seoul laew

In (11), the adverbial case-particle ‘-e’ combines with the point to reach
or the destination to aim and means ‘to move to ~’. Generally it can
substitute to the preposition ที่ in Thai language, however, in the following
case, it is more natural when the preposition ที่ is omitted.

(11') a. วันนี้ ตอนเชา ไป โรงเรียน แตเชา wan ni teon chaw pay rongrian tae
chaw
b. คุณชอลซู มา หองสมุด ดวย khun cheol su ma heongsamut duay
c. มาถึง โซล แลว ma theong seoul laew

3.2 Substitutional words in Thai language to ‘-eseo’

in Korean language

3.2.1 Location
An adverbial case-particle ‘-eseo’ combines with a noun or an action
verb to indicates location or position, and means [location] where some
actions or motions happen.

(12) a. eoje jip-eseo television-eul boatta. (I watched a television at

home yesterday.)
어제 집에서 텔레비전을 보았다.
→ เมื่อวาน ดู โทรทัศน อยู ที่ บาน meoawan du thorathat yu

thi ban

48 東南亞硏究 22 권 3 호
 b. geori-eseo geu saramdeul-i yeonghwa-reul chwalyeonghago
itseotta.
(They were filming at the street.)
거리에서 그 사람들이 영화를 촬영하고 있었다
→ คนพวกนั้น กาลัง ถายภาพยนตร อยูที่ ถนน

khonpuaknan kamrang thayphapphayon yu thi thanon

c. eodi-eseo ilhasimnikka? (Where do you work?)
어디에서 일하십니까?
→ ทางานอยู ที่ ไหน tham ngan yu thi nay

As the above example (12), ‘-eseo’ is a type of ‘a noun + -eseo’ which

indicates the places where ‘boda, chuda, chwalyeonghada, ilhada’ are
activated. These action verbs mainly appear in this forms. ‘jip’ in (12a)
means ‘the place where watched the television’. So when it indicates the
place where general actions are activated as examples, most of verbs
combines with ‘-eseo’. The substitution word in Thai language to the
adverbial case-particle ‘-eseo’ is ‘อยูที่’, which is the combinational form ‘อยู’
and ‘ที’่ , and sometimes ‘อยู’ is omitted so ‘ที’่ can be used alone6.

a. เมื่อวาน ดู โทรทัศน
ที่ บาน meuawan du thorathat thi ban
b. คนพวกนั้น กาลัง ถายภาพยนตร ที่ ถนน

khonpuaknan kamrang thayphapphayon thi thanon

c. ทางาน ที่ ไหน tham ngan thi nay

3.2.2 Movement
An adverbial case-particle ‘-eseo’ combines with motion verbs such as
‘ddeonada, oda, chulbalhada’ and means ‘departure’.

6
여기서 /yu/에 대해서는 이 글과 무관하므로 추후 논의하겠다.

How to teach the particles ‘-e’ and ‘-eseo’ in Korean language to Thai learners 49
 (13) a. Cheolsu-neun hakkyo-eseo banggeum ddeonatseumnida.
(Cheolsoo has just left to school)
철수는 학교에서 방금 떠났습니다
→ ชอลซู เพิ่ง ออก จาก โรงเรียน cheolsu pheung eok cak

rongrian
b. eodi-eseo osyeotseoyo? (Where do you come from?)
어디에서 오셨어요?
→ มา จาก ไหน ma cak nay

c. eoje jib-eseo nawatta. (I went out from home.)

어제 집에서 나왔다
→ เมื่อวาน ออก จาก บาน meuawan eok cak ban

As the above example of (13), ‘-eseo’ has a type of ‘a noun + -eseo’.

Predicates such as ‘ddeonada, oda, naoda’ happen in the spot (place),
which indicates the point of departure. In this case, the preposition ที่
cannot be substitute as other cases, but a preposition จาก indicating the
point of departure can be used.

4. Suggestion of teaching method of the adverbial

case-particle ‘-e’ and ‘-eseo’ for Thai learners

As can be seen in the chapter 2 and the chapter 3, the adverbial case-
particle ‘-e’ and ‘-eseo’ in Korean language do not have substitutions of 1:
1 to Thai language, however appear several words. Therefore, I would
suggest some teaching method for Thai learners to make the least errors in
using particles ‘-e’ and ‘-eseo’.

50 東南亞硏究 22 권 3 호
 4.1 In case of a verb indicating direction

When the adverbial case-particle ‘-e’ combines a verb indicating

direction such as ‘gada, oda, deulda, nada, oreuda, naerida’, it can be
substitute to the preposition ‘ที’่ in Thai language.

(14) a. jib-e gada (to go home) 집에 가다

→ ไป ที่ บาน pay thi ban

b. san-e oreuda. (to climb a mountain) 산에 오르다

→ ขึ้น ที่ ภูเขา kheun thi phukhaw

c. gyosil-e deuleogada. (to enter the classroom)

교실에 들어가다
→ เขาไป ที่ หองเรียน kawpay thi heongrian

The preposition ‘ที’่ can be omitted in these cases as follows.

a. ไปบาน phay ban

b. ขึ้นภูเขา kheun phukhaw
c. เขาไปหองเรียน khawpay heongrian

4.2 In case of a verb meaning ‘existence’ or ‘habitation’

When the adverbial case-particle ‘-e’ combines a verb meaning

‘existence’ or ‘habitation’ such as ‘itta, gyesida, salda’, it can be substitute
to the preposition ‘ที’่ in Thai language.

(15) a. dongsaeng-eun jib-e itta. (My sister is home)

동생은 집에 있다

How to teach the particles ‘-e’ and ‘-eseo’ in Korean language to Thai learners 51
 → นอง อยู ที่ บาน neong yu thi ban
b.bumonim-eun Seoul-e sasinda. (My parents live in Seoul)
부모님은 서울에 사신다.
→ พอแม อยู ที่ โซล pheo mae yu thi sol

c.gyosunim-eun thaeguk-e gyesinda. (The professor is in Thailand)

교수님은 태국에 계신다.
→ อาจารย อยู ที่ เมืองไทย acan yu thi meuangthay

The preposition ‘ที’่ can be omitted in these cases as follows.

a. dongsaeng-eun jib-e itta. → นอง อยู บาน

동생은 집에 있다 → neong yu ban

b. bumonim-eun Seoul-e sasinda. → พอแม อยู โซล

부모님은 서울에 사신다 → pheo mae yu sol

c. gyosunim-eun thaeguk-e gyesinda. → อาจารย อยู เมืองไทย

교수님은 태국에 계신다 → acan yu thi meuangthay

4.3 Other cases

When other verbs are used in the sentences, the adverbial case-particle ‘-
eseo’ is mainly used, so the form ‘a location noun + -eseo’ appears. In this
case, the preposition ‘ที’่ in Thai language is substituted7.

(16) a. jib-eseo sul-eul masinda. (I drink alcohol at home)

집에서 술을 마신다
→ ดื่ม เหลา ที่ บาน deum law thi ban

7
이러한 동사의 보다 자세한 분류는 다음 연구에서 진행하고자 한다.

52 東南亞硏究 22 권 3 호
 b. thaeguk-eseo golf-reul baeweotta. (I learned the golf in Thailand.)
태국에서 골프를 배웠다
→ เรียน เลน กอลฟ ที่ เมืองไทย rian thi keop thi meuangthay

c. doseogwan-eseo siheomgongbu-reul handa. (I study for the

exam at the library.)
도서관에서 시험공부를 한다
→ อาน หนังสือ เตรียม สอบ ที่ หองสมุด an nangseu triam
seop thi heongsamut

In this case, the preposition ‘ที’่ cannot be omitted.

5. Conclusion

The purpose of this study is to examine the usage and meanings of the
adverbial case-particle ‘-e’ and ‘-eseo’ in Korean language by scope of the
case in using the meaning [location] and [position], and to analyze
comparing to substitutional words in Thai language. And ultimately aims at
improving and helping to understand for Thai learners.
In the chapter 2, I categorized meanings of the adverbial case-particle ‘-e’
and ‘-eseo’ and examined their usage and meanings.
In the chapter 3, I scrutinized the functions of the prepositions in Thai
language and looked into substitutional conditions. And I found that the
adverbial case-particle ‘-e’ and ‘-eseo’ and the preposition ‘ที’่ in Thai

language do not substitute in condition such like 1:1.

In the chapter 4, I presented teaching method to make the least errors for
the beginners of Thai learners in using the particle ‘-e’ and ‘-eseo’ based on
the results of the chapter 2 and 3.

How to teach the particles ‘-e’ and ‘-eseo’ in Korean language to Thai learners 53
 As I mentioned the above, Korean language has the case-particle which
SVO structure typed Thai language does not have. Because of this, Thai
learners have difficulties in acquiring the functions and meanings of the
particles which have many functions in meaning. From the previous studies
of analyzing errors in writing of Korean language, the most errors happen
in using the case-particles, especially in using the adverbial case-particles.
Therefore, this study may help Korean learners to study Thai language as
well as Thai learners to study Korean language.

54 東南亞硏究 22 권 3 호
 <References>

국립국어원(2005). (용법편)외국인을 위한 한국어 문법 2. 국립국어원

고석주,김미옥 외(2004). 『 한국어학습자 말뭉치와 오류 분석 』. 한
국문화사
김영만. (1999). 외국어로서의 한국어 교재 개발. 석사학위논문: 한국
외국어대학교
김재욱. (1993). ‘에’와 ‘에서’에 관한 연구, 석사학위논문: 한국외국어
대학교
안령군 (2005). 한국어 조사 ‘에’의 의미와 용법 연구, 석사학위 논문:
연세대학교
백봉자(1991). "외국어로서의 한국어 문법", 동방학지 71.72, 연세대학
교 한국어학당
이기동 옮김. (1985). 『 문법이해론 』. 범한서적주식회사.
주은경 (2003). 한국어 학습자 조사 ‘에’의 용법별 습득 양상 연구, 석사
학위논문:
_____ (2003). 이화여자대학교

How to teach the particles ‘-e’ and ‘-eseo’ in Korean language to Thai learners 55
국문요약

태국인 한국어 학습자를 위한

한국어 조사 ‘-에’와 –에서’의 교육 방안

윤경원
(한국외국어대학교 태국어통번역학과)

SOV 유형의 언어로서 한국어가 다른 언어와 구분되는 중요한 특징

중에 하나는 문법적 관계가 체언이나 용언 뒤에 나타나는 후치적 언어
(Postpositional Language)라는 점이다. 특히 한국어에는 SOV 유형의 태
국어에 없는 격조사라는 것이 존재한다. 이것 때문에 한국어를 배우는
태국인 학습자들이 다양한 의미기능을 가지고 있는 조사의 기능과 의
미를 습득하는데 어려움을 겪고 있는 것이 현실이다.
본 연구의 목적은 외국어로서 한국어를 배우는 태국인 학습자들의
한국어능력 향상을 위해 부사격 조사 '에','에서'를 연구대상으로 한정
하여 두 조사의 의미기능을 검토하고 그들의 태국어 대응 표현과 대응
규칙을 찾아내어 분석하여 태국인 학습자가 '에'와 '에서'의 다양한 의
미를 명확하게 파악하고 활용할 수 있도록 돕는 데 있다. 한국어의 부
사격 조사 ‘에’와 ‘에서’는 장소, 시간, 원인 및 이유, 단위, 판단 기준,
행위자 및 도구, 수혜 및 부가, 자격 및 신분, 환경 및 범위, 대상, 열거,
관용 표현 등 여러 가지 의미로 사용되고 있다. 이 글에서는 이 중에서
태국인 학습자에게서 많은 오류가 나타나는 ‘장소’와 ‘이동’의 의미로
사용되는 경우에 대해서만 살펴보았다.

주제어: 조사, 한국어 조사 ‘-에’, ‘에서’, 부사격 조사 , 태국어 전치사,

태국어 전치사 /thi/

56 東南亞硏究 22 권 3 호
 ▸ 논문접수일 2012. 12. 14
▸ 논문심사일 2012. 12. 18
▸ 게재확정일 2013. 01. 07

How to teach the particles ‘-e’ and ‘-eseo’ in Korean language to Thai learners 57