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| Format: | Recurso digital |
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Zenodo
2026
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| Online Access: | https://doi.org/10.5281/zenodo.18446117 |
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Table of Contents:
- <p>This study proposes a theoretically grounded pedagogical model for teaching Korean predicatehood to Uzbek learners by integrating insights from formal syntax, semantics, aspectual theory, and discourse pragmatics. Based on a systematic synthesis of cross‑linguistic research on Korean predicates, stative and eventive structures, complex predicates, secondary predication, and anticipation strategies, the article identifies critical theoretical, methodological, and contextual gaps in existing researches most notably the absence of pedagogically operationalized theory for Korean as a foreign language (KFL) in the Central Asian context. To address this gap, the study advances a contrastive, theory‑driven methodology that reconceptualizes predicatehood as a cognitively anticipatory process rather than a purely structural unit. The proposed framework is then theoretically implemented for Korean language instruction in Uzbekistan, illustrating how predicate‑centered anticipation can scaffold both comprehension and production for Uzbek learners. The study contributes to the integration of linguistic theory and pedagogy while offering a context‑sensitive methodological model for KFL education.</p>