《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 .

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。

『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.

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。

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.

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.-

在外語敎學中Tandem學習法的應用硏究

이길연(Li, Ji-Lian),위수광(Wui, Soo-Kwang) 대한중국학회 2018 중국학 Vol.63 No.-

Tandem学习法是一种自主性外语学习形式,其主要目的是更好地掌握目标语言或了解目标文 化。两个学习伙伴不仅是外语学习者同时也是讲母语者,而且也是各自语言、国家和文化的“专 家”,他们在这种交际中就会解除语言的藩篱,去除跨文化的误会。Tandem学习对于继续提高学习 者的目标语言表达能力是一个很好的机会,因为它提供了与一个母语者进行交际的机会,使得跨文 化的学习过程成为可能。Tandem学习法也是PBL(Problem-based learning)模式的一种学习方法, 它不仅能扩展学习者对语言的判断能力,也使学习者的解决问题能力及团队协作能力得到提高。 此篇论文研究目的是将在亚洲尚未得到广泛推广的Tandem学习法简单做以介绍,分析汉语及 韩语教学中应用该学习法的可行性;调查并分析在韩国大学汉语及韩语课堂里应用Tandem学习法的 情况,总结出该学习法在应用过程中出现的几个问题,为有效提高外语教学水平提供一些参考。 Tandem Language Learning method is a form of autonomous foreign language learning. Its main purpose is to better grasp the target language or understand the target culture. The two learning partners are not only foreign language learners but also native speakers.They are also experts of their respective languages, countries and cultures. In this kind of communication, they will break the barrier of language and remove cross-cultural misunderstandings. Tandem Language Learning is a good opportunity to continue to improve the learner s ability to express the target language, as it provides the opportunity to communicate with a native speaker and makes intercultural learning possible. Tandem Language Learning method is also a learning method of PBL (Problem-based learning) model. It not only expands learners ability to judge language, but also improves learners problem-solving ability and team cooperation ability. The purpose of this paper is to simply introduce the tandem language learning method that has not been widely promoted in Asia and to analyze the feasibility of applying the learning method in Chinese and Korean language teaching. Investigation and Analysis of Application of Tandem Language Learning Method in Chinese and Korean Classrooms of Korean Universities. Summarizes several problems that have arisen in the application of this learning method, and provide some references for effectively improving the teaching level of Chinese and Korean.

语用视角下的汉语句末语气词的功能研究

宫英瑞(Gong, Ying-Rui),魏秀光(Wui, Soo-Kwang) 대한중국학회 2017 중국학 Vol.59 No.-

本文以关联和连贯理论为框架,探讨了汉语句末语气词“啊”、“吧”、“呢”的语用功 能,得出的基本结论有:与“啊”和“吧”相比,“呢”的篇章功能更为突出,或者说,与“呢” 相比,“啊”与“吧”的情态意义比较明显。本文还探讨了上述三个句末语气词语用功能差异背后 的深层次原因。具体而言,与“啊”和“吧”相比,“呢”的意义主要是语气意义;“呢”字历史 更为悠久;“呢”的语法化过程更为彻底。相比之下,“啊”和“吧”都具有较为明显的情态意 义;两个语气词使用历史不长;它们的虚化过程还在继续。 With relevance theory and coherence theory as the theoretical basis, this paper studies the pragmatic function of Chinese-Utterance final particles: a, ba and ne and claims that the discourse function of ne is stronger than a and ba. In other words, the modality meaning of a and ba is stronger than ne. This paper also studies the reason why a, ba and ne have different pragmatic functions and concludes that the meaning of ne is mainly the meaning of mood, ne has a longer history and the grammaticalization of ne is more complete while a and ba have obvious modality meaning; they have a shorter history than ne as mood particles and their grammaticalization still continues.