대통령 취임사의 문법적 특징 연구

Abstract

Objectives The purpose of this paper is to examine how representative grammatical categories (mood, modality and vocative) are selected and used in presidential inaugural addresses. Through this, the purpose is to show that these grammatical elements and discourse purposes are deeply correlated.
 Methods For this purpose, the logogonetic patterns of systemic functional linguistics, a genre-based grammar theory, were utilized as a research method. Logogenetic patterns are a way to visibly show the relevance of grammatical meaning to the text being analyzed by showing the patterns of meaning that are generated as the text unfolds.
 Results Through the above study, we can see that grammatical elements(mood, modality and vocative) embodied in presidential inaugural addresses are selected and used to achieve the goals of understanding and persuasion. First, the declarative and probability are used to give reasons for the speaker's plans or demands. Next, the use of interrogative and vocative in presidential inaugural addresses serves to increase the intimacy between the speaker and the listener. The imperative, obligation, and complex modalities (obligation + probability) are used to require the listener to do something, but they take the form of obligation or complex modalities rather than the imperative in order to reduce the damage to the listener's face caused by the command. The inclination serves to announce the speaker's plans, while also expressing the speaker's commitment to the listener to fulfill those plans.
 Conclusions This study is significant because it is an example of how language use is not isolated from context, but is used within context. In addition, the usage patterns of mood, modality and vocative presented as research results will help understand the linguistic characteristics of presidential inaugural addresses. Furthermore, in expressive education such as speaking and writing in Korean education and Korean education as a foreign language, the meaning and function of mood, modality and vocative are expected to provide teaching and learning content on the use of language in a persuasive communication context. It is also expected to provide learners with interest and internal motivation in learning.