??? ¡®??¡¯? ??? ??? ?? ?? (The meaning of polysemous word Alda and Methods for its Korean Education)

? ??? ??? ¡®??¡¯? ??? ??? ???? ??? ??? ?? ??? ???? ???. ? ???? ¡®??¡¯? ??? ??? ??? ?? ??? ???? ??? ???. ¡®??¡¯? ?? ????? ¡®N?/? ??¡¯ ??? ??? N? ???? ??? ??? ??, ??, ??, ?? ???. ?? ?? ????? ¡®??¡¯? ?? ??? ?? ??? ??, ???? ???? ??? ???? ??? ???. ?? ??? ?? ?? ??? ?? ¡®??¡¯? ???? ?? ???? ??? ????. ??? ??? ???? ??? ??? ¡®??¡¯? ??? ??? ??? ????? ????? ??? ??? ???? ?? ??? ??? ? ??. ¡®-??¡¯, ¡®?¡¯ ?? ?? ?? ??? ???? ???? ???? ¡®-?? ??¡¯, ¡®-? ? ??¡¯, ¡®-? ? ??¡¯ ?? ¡®??¡¯? ??? ???? ????? ????? ??? ? ?? ???. ?? ¡®???¡¯, ¡®???¡¯, ¡®? ? ???¡¯? ?? ???? ??? ¡®??¡¯? ??? ??? ???? ??¡¤????? ??? ???? ??? ???? ?? ?? ??? ?? ? ???? ??? ????.

The purpose of the present study is to propose content for Korean language education by analyzing the polysemous usage of ¡®??[alda]¡¯. The study viewed ¡®??¡¯ as expanding in meaning through the objects and processes of the behavior. Most fundamentally, ¡®??¡¯ exhibits the composition ¡®N?/? ??¡¯, and the objects corresponding to N includes information, factors, people, emotions, and senses. Furthermore, as cognitive behavior, ¡®??¡¯ acquires and determines information through outside stimuli, and goes through a process of accepting information through doubt and prediction. Through these series of cognitive behavior processes, the polysemies of ¡®??¡¯ expand with flexibility to each other. The nature of ¡®??¡¯ serves as an important method of explanation for learners of Korean language. Learners are able to systematically learn by explaining the expression items ¡®-?? ??¡¯, ¡®-(?)? ? ??¡¯, and ¡®-? ? ??¡¯, presented with a focus on grammatical elements such as ¡®-??¡¯ and ¡®?¡¯, through polysemous usage. Moreover, ¡®??¡¯ is frequently used in idiomatic expressions such as ¡®???¡¯, ¡®???¡¯, and ¡®? ? ???¡¯, and thus, if teaching and learning is conducted on the basis of the polysemous usage of ¡®??¡¯, its cognitive probability and semantic flexibility is capable of increasing the effects of learning.