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오선자(Wu, Shan-Zi)(吴,善子) 대한중국학회 2020 중국학 Vol.71 No.-
本文根据语序类型学理论,确立汉韩介词联系项系统,考察汉韩介词联系项的句法功能和语义功能,并在此基础上进行对比分析,证实类型学参项内容。汉语的介词、韩语的一些助词和惯用型都为动词介引间接论元,表明动词与之论元之间的关系,具有介词联系项功能。汉韩两种语言的介词(韩语的助词和惯用型)在介宾短语内的介词语序类型以及数量上有较大的差异:汉语有前置介词、后置介词和框式介词,数量也不断增多,属于半开放性词项,而韩语只有后置介词,数量少而较稳定,是半封闭性词项。汉语前置介词和韩语后置介词是类型学上的和谐组配,汉语和韩语的介词参项特点符合类型学共性原则,反映了SVO类型语言和SOV类型语言的介词联系项差异。汉韩介词中表境事和关事的介词比较多,而表比事、因事、主事和客事的介词都比较少。 Based on the theories of word order typology, this study intends to establish the system of adpositionsfrom Chinese and Koreanin terms of typological parametersbyexamining and comparing their syntactic and semantic functions. Many Chinese prepositions and Koreangrammaticalauxiliaries areadposition universals in preposition-based argument structure for leveragingsubject and predicate relationship. Chinese has an increasing number of prepositions, postpositions and circumpositionsina semi-open state, but Korean has a relatively small and stable number of postpositions in a semi-closed form.Despite the discrepancy ofnumbers and types between the two languages, Chinese preposition and Korean postposition are congenial pairs from a typological perspective,indicating the contrast of adpositions between SVO and SOV languages,given that both languages havemore adpositionsof situational and relational functionsthan of comparative, causal,subjective and predicative functions.
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오선자(Wu, Shan-Zi)(吴,善子) 대한중국학회 2020 중국학 Vol.73 No.-
反诘语气副词在汉韩两种语言中都是比较特殊的一类,句法位置灵活,语义虚灵,因此是对外汉语教学和韩国语教学的难点之一。本文以中韩两国学生为考察对象,对其在使用汉韩反诘语气副词情况进行了问卷调查,并从句法和语义两个角度考察了汉韩反诘语气副词的偏误情况。句法分布偏误有句首错序偏误和句中错序偏误,句法组合偏误有语气词错用偏误和助动词错用偏误,语义偏误有反诘义理解偏误和现实与非现实义理解偏误。其中句法组合的偏误率最高,这是因为汉韩两种语言的差异在反诘语气副词组合特征上体现得最多,学生受到母语的影响产生诸多的偏误,这部分是汉韩反诘语气副词教学的重点和难点,对偏误率高的个别反诘语气副词需要进行针对性教学。 Rhetorical modal adverbs are a special kind in both Chinese and Korean languages. They have flexible syntactic positions and empty sematic meanings. Therefore, they are one of the difficulties in teaching Chinese as a foreign language and Korean language. Taking Chinese and Korean students as the research object, this paper makes a questionnaire survey on the use of Chinese and Korean rhetorical modal adverbs, and analyses the errors of Chinese and Korean rhetorical modal adverbs from the perspective of syntax and semantics. The syntactic distribution errors include the wrong ordering at the beginning and middle of the sentence. The syntactic combination errors include the misuse of modal particles and auxiliary verbs. The semantic errors include the misunderstanding of rhetorical meaning and the misunderstanding of realistic and non-realistic meaning. Among these, the error rate of syntactic combination is the highest. This is because the differences between Chinese and Korean are reflected most in the combination characteristics of rhetorical modal adverbs. Students are influenced by their mother tongue and have many errors. This part is the key and difficult point in the teaching of rhetorical modal adverbs. It is necessary to carry out targeted teaching for individual rhetorical modal adverbs with high error rate.
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오선자(Wu, Shan-Zi) 동북아시아문화학회 2020 동북아 문화연구 Vol.1 No.64
Regular courses for Korean Language in China have been established in some private universities, which were only a few before the Chinese Economic Reform and has rapidly increased since the Education Reform in 1992. Chinese universities running Korean language department once have reached 84 but recently has been reduced to 59 : 40 of general universities and 19 junior colleges. Great number of students who finished the courses have contributed to regional economic growth and bilateral exchanges. However, despite the encouraging outcomes of the language education, private universities in China have been facing practical difficulties with little government aid and lower ranking performances. Under the circumstances, Korean language programs in private universities have been seriously disrupted, especially in recruiting students, setting up curriculum, international exchanges, and training teachers. The situation has been getting worse since Seoul-Beijing relations became sour couple of years ago due to the controversial disposition of US weapons. But Korean language education in China would be rehabilitated in the near future as Korean speaking Chinese will play a crucial role as bridges linking the two neighboring countries, with mutual economic and cultural exchanges unavoidable. In order to raise professionals managing composite applications, Chinese universities need to renovate curriculum, vitalize international exchanges, and develop intense Korean training programs, responding to the upcoming era. So far, issues on Korean language education in China have been discussed centering national universities, while researches on actual conditions specific to private schools, accounting for one third of all universities, haven’t made sufficient progress. This paper investigates current situation and tries to understand problems in Korean language programs in Chinese private universities. Consequently, the study suggests possible solutions to the problems and seeks Korean training activation plans available. It would be encouraging, if this study could play a minor role in progressing Korean language education in China.
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온라인 협업 도구 활용 한국어 수업 사례 : 상해 삼달대학교를 중심으로
배영련(Pei, Ying Lian),오선자(Wu, Shan Zi),최선진(Choi, Seon Jin),한나(Han, Na),오영화(Wu, Ying Hua) 글로벌교육연구학회 2021 글로벌교육연구 Vol.13 No.4
본 연구는 온라인 수업에서의 상호작용에 도움을 주며, 중국과 한국에서 동시에 사용할수 있는 다양한 온라인 협업 도구를 소개하고, 이 도구 네 가지(mentimeter, zoom, padlet, Quizizz)를 사용하여 중국인 대상 한국어 수업을 운영한 사례를 제시하였다. 그리고본 수업 운영에 대한 학습자 만족도를 살펴보기 위하여 2021학년도 3월 학기에 본 수업을수강한 상해 삼달대학교 한국어 학습자 75명을 대상으로 만족도 조사를 시행하였으며, 그결과 전체적인 수업 만족도는 평균 4.09였다. 또한, 온라인 수업에서의 상호작용 향상을위한 방법으로 활용한 온라인 협업 도구에 대한 전체적인 만족도는 4.24였으며, 각 도구의만족도는 mentimeter가 4.63, zoom이 4.15, padlet이 4.09, Quizizz 3.81 순이었다. 이 중에서 협업 도구에 대한 전체적인 만족도와 padlet 만족도가 수업 전체 만족도에 영향을미치는 것으로 분석되었다. 본 연구 결과에 따른 제언은 다음과 같다. 첫째, 온라인 협업도구 활용에 대한 학습자 만족도가 높기 때문에 한국어 수업에 활용할 수 있는 다양한 협업도구 연구를 바탕으로 수업 적용이 필요하며, 각 국 학습자용 교재 편찬이 필요하다고 할수 있다. 본 연구는 다양한 온라인 수업에서의 상호작용에 필요한 다양한 협업 도구를 소개하고 비대면 수업에서의 실제 활용방안을 제시했으며, 이에 대한 학습자들의 의견을 수렴했다는 점에서 의의가 있다. This study was to present a case of an Online Korean class using four online tools such as Mentimeter, Zoom, Padlet, Quizizz for helping the interaction of Korean and Chinese students. To investigate learner satisfaction, 75 Chinese students from Shanda University participated in a survey after the class. The results were as follows: First, the overall class satisfaction was 4.09, especially students were satisfied with using collaboration tools. Second, online tool satisfaction was 4.63 for Mentimeter, 4.15 for Zoom, 4.09 for Padlet, and 3.81 for Quizizz in the order of the program. Based on the results, it was suggested applications of various online tools into class and textbooks for learners. At last, it was significant that the case of online Korean class was presented with many online tools and learners satisfaction in this study.
KCI
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