중국어교육의 주제범주 및 주제항목 분석 : 국내 중국어교재와 『HSK标准教程(2015)』의 주제비교를 중심으로

위수광(Wui, Soo-Kwang)(魏秀光) 대한중국학회 2019 중국학 Vol.69 No.-

본 연구는 국내 중국어교육에서 활용되고 있는 주제범주와 주제항목을 분석하여 이들의 객관성을 확보하고 중국어교육에 적용할 수 있는 주제의 참조기준을 마련을 위한 연구이다. 이를 위해 『CEFR』, 『국제통용 한국어표준교육과정』, 『Core Inventory for general English』 등 외국어교육요목의 주제를 분석하여 일반 언어에서 필요한 보편적인 주제를 분석하고자 하였다. 『国际大纲(2014)』과 『新HSK大纲(2015)』, 『제2외국어과 교육과정』의 주제를 분석하여 중국어교육요목에서만 특징적으로 제시하고 있는 개별적인 주제를 분석하여 언어 보편적 주제와 개별적 주제들을 도출하고자 하였다. 이를 토대로 국내 중국어회화교재의 주제범주와 항목을 비교분석한 그 결과, 국내 중국어교재의 주제는 1단계에서 4단계까지는 보편적인 주제이고, 5단계에서 6단계까지는 중국과 중국의 특징적인 주제를 반영하였다. 중국과 한국의 교재에서 제시한 공통적인 주제는 주로 일상생활과 연계된 주제를 주로 제시하며 언어 보편적인 주제는 거의 대부분 제시하였다. 하지만 국내 중국어교재는 주제항목의 다양성, 수준별 연계성이 다소 부족한 반면 『HSK标准教程(2015)』는 『国际大纲(2014)』과 『新HSK大纲(2015)』에서 제시한 전반적인 주제항목을 반영하고 있고, 중국과 중국문화와 관련된 개별적인 주제를 충분히 제시하고 있음을 알 수 있다. 이것으로 향후 중국어교육에서 주제범주와 주제항목은 수준별 다양화와 수준별 연계성에 대한 체계적인 분석과 연구가 필요하다고 여겨진다. In this paper, we analyzed the range of themes and thematic items applied in Chinese language education courses in Korea, and verified their objectivity, in an effort to define referential standards for theme selection for Chinese language education on this basis. In the part of objectivity verification, we firstly examined theme selections of syllabuses for foreign language education including CEFR, the Standard Education Syllabus for Korean Language, and Core Inventory for General English, to probe into common themes among foreign language education in various countries. Afterwards, we examined theme selections of the International Syllabus (2014), the New HSK Syllabus (2015) and the Syllabus for Second Foreign Language Education, to conclude individualized themes of the syllabus for Chinese language education, summarize common themes of foreign language education and individualized themes of Chinese language education. On the basis of these studies, an objective comparative analysis is carried out from three aspects on the range of themes and thematic items of conversational Chinese language textbooks in Korea. Firstly, according to their frequencies, we analyzed thematic items of conversational Chinese language textbooks in Korea. Currently, these text books are divided into four categories based on the degree of difficulty. From level 1 to level 4, Chinese conversations mainly center around universal themes including daily life and various information. While from level 5 to level 6, individualized themes concerning China and Chinese people start to appear in textbooks. Secondly, comparison between conversational Chinese language textbooks in Korea and the Syllabus for Chinese language education formulated by Chinese authorities, to analyze themes in the New HSK Standard Tutorial (2015). There are some common thematic items between Chinese and Korean textbooks. Finally, based on common themes of foreign language education concluded earlier, a comparative analysis is made between individualized themes of the syllabus for Chinese language education and themes that exist in Chinese language textbooks in Korea. Most common themes of foreign language education appeared in Chinese language textbooks in Korea, but the ranges of themes and level arrangements of thematic items are different. Daily life related themes have been accounting for a large part of Chinese language textbooks in Korea until level 5, which lacks diversity and can’t reflect the connection and difference among phases of foreign language study. On the contrary, in the New HSK Standard Tutorial (2015), various themes in the syllabus for Chinese language education are properly demonstrated by level. Content in the book is closely related to the New HSK Syllabus (2015), and the themes are diversified, showing characteristics of China and Chinese culture with moderate difficulty and rigorous system. The analyses above show that, Chinese language textbooks in Korea reflected some common themes of foreign language education, but individualized themes related to China and characteristics of Chinese language are underrepresented. In view of this problem, systematic researches are to be made in the future.

중국어 교육요목의 의사소통 기능항목 및 화제 선정 -한국인 학습자를 중심으로-

위수광 ( Soo Kwang Wui ) 한국중국언어학회 2014 중국언어연구 Vol.0 No.50

本論文是針對韓國學習者根據語言交際情況進行適當的表達。爲了學習漢語的韓國人選擇適當的等級,交流以此選定的語言交際功能項和話題幷且制定了有效的漢語敎學目標。通過《國際大綱》、『CEFR』、《中學漢語交際功能大綱》的語言交際能力項進行對比分析和連接性的分析。以此爲學習漢語的韓國學習者選定適當的語言交際能力項和話題。本論文對于韓國學習者雖然不是完整系統,能구흔好反映漢語特征的《國際大綱》和具有普遍性的外語資料『CEFR』,以此針對韓國學習者進行흔好反映要求分析。針對韓國學習選擇適當的語言交際最基本的要求,制定針對韓國學習者漢語敎學大綱的必要性。

중국어 전공교육과정의 핵심역량 고찰 — 대학별 사례를 중심으로 —

위수광(WUI, SOOKWANG) 한국중국어교육학회 2020 중국어교육과연구 Vol.0 No.32

It has already been more than ten years since the university education in Korea began to focus on “core competences.” At this time, the main purpose of this paper is to investigate the embodiment of core competences (major abilities) in Chinese curricula of various universities, analyze Chinese curricula examples based on core competence cultivating, and then evaluate the correlation between core competences (major abilities) and these curricula. The research methods are as follows. Firstly, the paper interpreted the concept of core competence, then listed the basic competences that Korean college students must possess. Based on it, a curriculum aimed at cultivating core competences was designed according to the standards of universities’ basic competence evaluation. Secondly, taking Chinese-related majors of seven Korean universities as the research scope, the paper investigated the correlation between the core competences (major abilities) required by the Chinese major and the curriculum setting, and analyzed the Chinese curriculum examples based on the cultivation of core competences (major abilities). Through the research, it can be found that due to the different levels of students and educational objectives, Chinese-related majors in the above-mentioned universities have different emphasis on the cultivation of core competences (major abilities), and there are differences in the requirements for comprehensive thinking ability, practical ability and Chinese application ability. However, the courses of these schools have all implemented the cultivation of communication ability and globalization ability related to China and Chinese culture. This is mainly due to the characteristics of the major. This paper made a detailed case study among four of the seven universities and investigated the correlation between core competences (major abilities) and Chinese curricula. The four universities have set the core competences (major abilities) to be cultivated according to students’ level and educational objectives of each major, then set up curricula, and carried out teaching based on it. The degree of correlation between the core competences (major abilities) and the major curricula in the above-mentioned universities was analyzed and mapped in a detailed way. On this basis, an in-depth study on two of them was carried out. The study jointly described and mapped the core competences of university and the core competences of major, then separated the knowledge (K), skills (S) and attitude (A) required in the process of ability cultivation, and clearly wrote out the basis for listing each item. Through this, the conclusion can be drawn that the correlation between the core competences (major abilities) required by Chinese-related majors and the curricula setting in Korean universities is in the primary stage. It is believed that the establishment of a Chinese major curriculum system based on core competences (major abilities) can foster students to adapt themselves to the changing educational environment and meet the demands of society. This study is expected to serve as the basis for research for the proper, universal and standard core competences (major abilities) of the Chinese curricula.

『국제한어교학통용과정대강(國際漢語敎學通用課程大綱)(어법(語法))』와 『신(新)HSK대강(大綱)(어법(語法))』의 비교분석 ― 『신(新)HSK대강(大綱)(어법(語法))』에서 체계 변화를 중심으로

위수광 ( Soo Kwang Wui ) 한국중국언어학회 2011 중국언어연구 Vol.0 No.34

In this paper, the researcher investigated the changes in the grading system of 『國際大綱』 and 『新HSK大綱』 which had been enacted in accordance with identical standard based on 『CEFR』. Along with time, there was a necessity to consider the compatibility of the grade level between the states and standardization of curriculum, also there was an increased importance of improving communication ability, so thus 『新HSK大綱』was changed into the six-grading system, and also divided into oral and written test. And, we can see that this is an evaluation associated with the syllabus of Chinese language education through the principle of ``Evaluation combined with curriculum`` of 『新HSK大綱』. In this aspect, the researcher conducted analysis on the grammar system for Chinese language education through comparison of the grading system and of grammar system between 『國際大綱(語法)』 and 『新HSK大綱(語法)』First of all, different from 『國際大綱(語法)』 where the grading system has been arranged in only one grade, and the grammar items are added when the grade gets higher, the grammar item of the first grade of 『新HSK大綱(語法)』 has been arranged in all grades. Also, vocabularies or grammar items are added whenever the grade gets higher. And the grammar item of the 5th grade of 『國際大綱(語法)』 has been distributed in the 3rd grade. Accordingly, a part of items in 『新HSK大綱(語法)』has been arranged in an identical grade, however, mostly it has been arranged in a lower grade. Next, in the grammar system of 『新HSK大綱(語法)』, there were some supplements or revisions in the vocabularies and grammar items, and some grammar items were missing. Most of ``supplemented`` items were vocabularies which corresponded to the words having grammatical function but no meaning. Through above details of investigation, the researcher was able to understand the changes in the grammar system made during the course of enactment of 『新HSK大綱(語法)』 from 『國際大綱(語法)』 which had put more emphasis on diverse functions of meaning. However, the researcher considers that the grading system of 『新HSK大綱(語法)』 should be presented in terms of identical grading system with 『新HSK大綱』, which is the 6th grade. Then, it will be efficient for Chinese language education further in a more logical and systemic manner.

《語法等級大綱》의 체계상 한계점 고찰 - 한국인 학습자를 중심으로

위수광(Wui Soo-kwang) 대한중국학회 2008 중국학 Vol.30 No.-

  As demand for Chinese language studies is increased in Korea, the proper Chinese education grammar grade basis suiting for Korean learners is inquired. However, we have to look in advance 《?法等?大?》 set up in China for those who speak Chinese as a native language and those who speak Chinese as a second language. Then, we have to look over what organizational weakness it has when we apply it into Korean leaners.<BR>  In this writing, I have described several organizational weaknesses of 《?法等?大?》 that I"ve found.<BR>  The first, grammar entries and grammar element which are the part of grammar unit are not properly used in 《?法等?大?》. This might cause confusion by teaching Chinese.<BR>  Second, grade range is more focused on 甲? of grammar entries and the grade sequences are not arranged in stages.<BR>  Third, the same grammar entries in systemicity between grade are described in according to the different basis.<BR>  Forth, some of grammar contents are described in a different terminology even with the same contents and some of them are not in consistency throughout the chapter.<BR>  Based on the weaknesses described above, I hope to find out proper grammar grade basis suits for Korean learners by examining their foreign language acquisition pattern and learning trait .

핵심역량 기반 교양중국어 교육과정 모형 개발

위수광 ( Wui Sookwang ) 한국중국언어학회 2020 중국언어연구 Vol.0 No.90

目前,韩国各高校正在以“培养核心能力”为目标推动一系列课程的开发和应用。本论文旨在选定普遍性核心能力中与汉语通识课程有关的部分,并以此为基础设计汉语通识课程设置模型。 首先,本论文讨论了核心能力的概念及其在韩国大学生核心能力评价系统中的体现,随后考察了韩国基础通识教育院制定的“大学基础通识教育标准设置”对核心能力培养的要求及其在实际教育过程中的体现。 其次,本论文通过通识教育领域的研究报告和其他大学的案例设计了基于核心能力培养的汉语通识课程设置。 和汉语通识课程有关的核心力量主要是“沟通能力”和“全球化能力”,本论文针对这两个领域进行了课程细化设计。与“沟通能力”有关的课程主要是汉语通识课、基础汉语和汉语沟通。 其中的汉语会话部分,可以根据学习者的不同水平进行教学,提高其汉语(听说读写)能力。 “全球化能力”的培育主要通过概况类课程实现,旨在让学生更深刻地理解中国国情、中国文化和中国社会。本论文设计课程模型时充分考虑了汉语通识教育各门科目和核心能力培养各个领域之间的关联性,课程的难易设置也形成严谨体系,可以通过本课程培养学生的全球化能力和沟通能力。 以本论文为基础,以核心能力培养为目标,今后还将进行差异化的汉语课程研究以及汉语专业课程(分级授课、教学法、测试)设计研究。 A number of Korean universities are now developing and applying a series of courses with the major aim of “essential skills training”. This thesis aims to find out the general essential skills closely related to the general Chinese course and present a practical course model. The author firstly discussed the concept of essential skills and their presentations in the K-CESA(Korea Collegiate Essential Skills Assessment), then analyzed the requirements on essential skills in the General Education Standard Model for Higher Education established by Korea National Institute for General Education and their presentations in teaching practices. Secondly, this thesis, based on a review of the research reports on general education and cases of other universities, designed the general Chinese course model based on essential skills training. The essential skills involved in general Chinese courses are “communication” and “globalization”. The author conducted detailed course design from these two perspectives. The courses related to communications are general Chinese, Chinese basics and Chinese communication. With regard to conversational Chinese, teachers should apply different ways for different-level students so as to help them improve the Chinese (listening, speaking, reaching and writing) capabilities. The skills of “globalization” should be enhanced through overview courses, to help students gain deeper understanding of the national conditions of China, Chinese culture and Chinese society. The author made in-depth study of the relevance between different Chinese general courses and the essential skills, and designed a rational difficulty system. This course can help students enhance their capabilities of globalization and communication. Taking the goal of essential skills cultivation, the author, based on the findings of this research, will conduct differentiated studies on Chinese courses and Chinese major courses (level-based teaching, teaching methods, testing).

중국어 교육문법의 표현항목 선정에 관한 고찰 -의사소통 기능항목을 토대로-

위수광 ( Soo Kwang Wui ) 한국중국언어학회 2015 중국언어연구 Vol.0 No.57

本文目的是探討針對對學習漢語的韓國留學生的語言交際能項,倂以此爲根基來分析、硏究選定表達項時所必須考慮的基本標準和相關解決方案。首先,本硏究針對學習漢語的韓國留學生的語言交際功能項進行了探討與梳理。然後,爲了選定語言交際功能項而對《國際大綱》中相同的語言交際功能項的例句進行了分類,倂對這些例句的語法項進行了分析。最後,將語言交際功能選項中的語法項與《國際大綱(語法)》中語法項進行了對比分析。倂以此爲本進一步分析了選定適於韓國學生的表達項時所必須考慮的基本標準和相關的幾種解決方案。從而對有選定表達項、標記表達項以及內容、描寫、等級排列方面的基本標準進行了總結。硏究結果相關解決方法爲:第一,選定表達項必須考慮敎學方面的有效性、實用性和通用性。第二,表達項應以語言交際能力爲本,同時在進行等級排列時必須對遺漏的語法項加以補充,還必須考慮語法間的關聯性。對於難度高且錯誤率高的項目應分成多個等級來進行層次性排列。第三,對於語言交際功能項,應將其最爲以語義、句法特征爲本的表達項來進行分類與提示。若以上述內容爲本來選定適於學習漢語的韓國學生的表達項,則不僅可以提高韓國學生的語言交際能力,同時還可以制定出漢語敎育語法大綱。

중국어 표현문법체계와 표현항목 선정

위수광(Wui, Sookwang) 한국중어중문학회 2015 中語中文學 Vol.60 No.-

This research aims at selecting expression items based on communication function items for Korean learners of Chinese. For this goal, the results of previous study were analyzed and the research was conducted step by step. First, the communication function items and communication-centered grammar articles were examined and analyzed, and then corrected and supplemented. The changes in the educational grammar system for foreign learners in the language education grammar system were analyzed, and based on this, the educational expression grammar system for foreign learners was designed in terms of “expression”. With the standard of ""an integrated category"" that exists in almost all languages in common, it was divided into ""an expression-centered category"" and ""a function-centered category"", and the grammar items which should be learned for smooth expressions were presented. In addition, the expression articles, the grammar items necessary for the performance of communication function and expressions, were selected grounded on the expression grammar system. This research is meaningful in that it has provided the opportunity for Korean learners of Chinese to practice educational Chinese grammar as “expressions” rather than as “understanding”.

중국어교육문법체계 마련을 위한 考察: ― 『国际大纲(2014)』과 『新HSK大纲(2015)』의 비교를 중심으로

위수광(Wui Soo Kwang),이길연(Li Ji Lian) 대한중국학회 2018 중국학 Vol.64 No.-

한중 수교 20년 간 국내 중국어 문법 교육연구의 성과 및 향후 과제

박은미(Park, Eunmi),위수광(Wui, Sookwang),임춘영(Lim, Chunyoung) 한국중국어교육학회 2012 중국어교육과연구 Vol.0 No.16