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- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
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RISS 인기검색어
- 검색키워드
- 저자 : 徐眞賢(SEO JINHYEON) (검색결과 6 건)
- 무료
- 기관 내 무료
- 유료
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서진현(Seo, Jinhyeon),박용진(Park, Yongjin) 한국중국어교육학회 2019 중국어교육과연구 Vol.0 No.29
This research attempts to screen and classify prepositions of Modern Chinese by each level only for Korean Chinese learners. To look into which preposition items are presented by each level, I examined two chinese text books which were published in Korea and China separatedly. However there were huge difference between the lexical items that two text book presented. I also examined grammatical outlines which were suggested from Korea and China. Through examining two kinds of materials, I screened the Chinese prepositions only for Korean learners. Moreover, On the basis of the ‘Difficulty-scale rating’, I designed modern Chinese prepositions for Korean Chinese learners by each level. I found out some preposition lexical items, due to their structure characters and the frequency of use, should be readjusted, so I analyzed the inner structure of these prepositions. As a result of my analyses, I classified the Modern chinese prepositions into three levels: basic, intermediate, advanced. Out of 44 preposition items, I designed 18 prepositions at a basic level, 21 at an intermediate and 5 at an advanced level.
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서진현(SEO, JINHYEON),박용진(PARK, YONGJIN) 한국중국어교육학회 2020 중국어교육과연구 Vol.0 No.32
This study aims at emending and replenshing the L2 Chinese Essential grammar points for L1 Korean designed by Yongjin Park in 2015. He explored sequencing of Chinese grammar points among Cai(才), Le(了), interrogative words such as shenme(什么), ji(几), zenme(怎么), shei(谁), zenyang(怎样), duoshao(多少), na(哪), nali(哪里), nar(哪儿) for designing an essential grammar points for Korean Chinese learners. Moreover he developed an inter-language corpus between Korean and Chinese and researched the frequency of Chinese usage of each grammar points. Hereby he designed an essential grammar points in 2015. In succession, Jinhyeon Seo designed a grade of each Chinese grammar point only for Korean Chinese learners by part of speech such as on Chinese verbs in 2015, Chinese adverbs in 2016, Chinese prepositions in 2019, Chinese conjunctions in 2020 separately. Based on these research findings this study emended and replenished the L2 Chinese essential grammar points for L1 Korean published in 2015.
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서진현(SEO JINHYEON),박용진(PARK YONGJIN) 한국중국어교육학회 2016 중국어교육과연구 Vol.0 No.24
This research attempts to answer the following questions: (1) Is it possible to classify adverbs of Modern Chinese by each level? (2) If possible, depending on learners’ ability, which adverb of Modern Chinese should the teacher present to Korean learners? Regarding the questions above, I think it is possible on the frist question. As for the second question, I suggested using the difficulty scale ratings for modern Chinese adverbs. To classify each adverb by each level, I examined grammatical outlines which were suggested from Korea and China. On the basis of the ‘Difficulty-scale rating’, I designed modern Chinese adverbs for Korean Chinese learners by each level. Moreover I found out some adverb lexical items that the difficulty of meaning category and the pragmatic category both are high should be readjusted, so I analyzed the inner structure of these adverbs. As a result of my analyses, I classified the Modern chinese adverbs into three levels: basic, intermediate, advanced. Out of 92 adverb items, I designed 20 adverbs at a basic level, 42 at an intermediate and 30 at an advanced level.
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서진현(SEO JINHYEON) 한국중국어교육학회 2015 중국어교육과연구 Vol.0 No.21
This article attempts to answer the following questions: (1) should the teachers teach all of the verbs’ sub classification in the Mandarin Chinese grammar? (2) Every Chinese text books represents vocabularies, part of speech and the meaning. Among these, the name of part of speech would help for learners to study Chinese? (3) Depending on learners’ ability, what sub classification of Mandarin Chinese verb should the teacher present to learners? Regarding the questions above, I have negative views on the first and second question. As for the third question, I suggested the hierarchical organization of Chinese verbs’ sub classification with reduced number of sub classification. To classify each verbs’ sub classification, I did a frequency analysis which analyzed the learners’ Chinese verb acquisition according to usage frequency of each verb and correct answers’ rate and degree of difficulty for Chinese verb using the grammar points that the verbs bond with.
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초급학습자를 위한 현대중국어의 낮은 단계 규칙의 문법항목 설계
서진현(SEO JINHYEON) 한국중국어교육학회 2015 중국어교육과연구 Vol.0 No.22
This research is aimed at designing Chinese grammatical items of low-level rules for beginner-learners whose mother tongue is Korean. First of all, we examined beginner-level grammar outlines which were suggested from Korea and China. On the basis of the ‘Hierarchy of Difficulty’, we selected grammatical items of low-level rules only for Korean beginners. As a result of our analyses, we classified the grammatical items into three sections: ‘Function of language centered category’, ‘Sentence pattern centered category’, ‘Sentence structure centered category’. We selected 28 grammatical items out of 12 categories in ‘Function of language centered category’ and 10 grammatical items out of 4 sub-categories in ‘Sentence pattern centered category’. Above all, we added a new category: ‘Sentence structure centered category’. There are also 6 grammatical items in this category. For supporting Korean beginner-learners in learning Chinese, grammatical items should be presented at every steps gradually. So we need to make them study Chinese with grammatical items of low-level rules.
KCI
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