『国际中文教育中文水平等级标准(2021)』의 중국어교육 체계 변화 고찰 - 『国际大纲(2014)』과 비교를 중심으로 -

위수광 한국중국어교육학회 2021 한국중국어교육학회 학술대회 Vol.2021 No.6

‘보어’ 교육문법의 표준화를 위한 제언 - 『标准(语法)』과 비교를 중심으로 -

위수광 한국중국어교육학회 2023 한국중국어교육학회 학술대회 Vol.2023 No.6

표현중심의 중국어 교육문법 체계에 관한 고찰

위수광 한국중국언어문화연구회 2012 한중언어문화연구 Vol.- No.30

In the view of necessity of expression-oriented grammar system when foreign learners try to communicate, this study has examined the issues related to expression-oriented grammar in Chinese school grammar system as well as Korean. Also, the study comes to know that the current educational grammar system has established based on theoretical grammar system and literary educational grammar system by reviewing some educational grammar textbooks and syllabus of educational grammar used in Chinese teaching. That means it focuses on the comprehension of the Chinese language with piecemeal, partial and analytic features. Yet, more general, comprehensive and practical grammar system is required focusing expression-oriented system for Koreans who aim to learn Chinese for improving communication skills. Therefore, this study compared the difference between comprehension-oriented system and expression-oriented systems based on analysis of existing educational grammar system. The researcher also tried to understand more clearly expression-oriented grammar system by presenting existing grammar items to be extended to expression-oriented ones.

『国际汉语教学通用课程大纲(语法)』와 『新HSK大纲(语法)』의 비교분석 ― 『新HSK大纲(语法)』에서 체계 변화를 중심으로

위수광 한국중국언어학회 2011 중국언어연구 Vol.0 No.34

In this paper, the researcher investigated the changes in the grading system of 『国际大纲』 and 『新HSK大纲』 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大纲』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大纲』. 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 『国际大纲(语法)』 and 『新HSK大纲(语法)』. First of all, different from 『国际大纲(语法)』 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大纲(语法)』 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 『国际大纲(语法)』 has been distributed in the 3rd grade. Accordingly, a part of items in 『新HSK大纲(语法)』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大纲(语法)』, 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大纲(语法)』 from 『国际大纲(语法)』 which had put more emphasis on diverse functions of meaning. However, the researcher considers that the grading system of 『新HSK大纲(语法)』 should be presented in terms of identical grading system with 『新HSK大纲』, which is the 6th grade. Then, it will be efficient for Chinese language education further in a more logical and systemic manner.

한중 수교 20년 간 국내 중국어 문법 교육의 성과 및 향후 과제

위수광,박은미,임춘영 한국중국어교육학회 2012 한국중국어교육학회 학술대회 Vol.2012 No.4

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

위수광 대한중국학회 2019 중국학 Vol.69 No.-

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. 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.

국제대강(國際大綱)(어법(語法):2014)의 중국어 교육문법체계 고찰 - 국제대강(國際大綱)(어법(語法):2008)과 비교를 토대로 -

위수광 한국중국언어학회 2017 중국언어연구 Vol.0 No.73

2008年,中國國家漢辦和孔子學院總部曾經編寫囊括漢語敎育要目的≪國際漢語敎學通用課程大綱≫,以此适應國際漢語敎育的新變化,總結漢語敎育硏究成果,爲漢語敎育的課程設計、敎材編纂和能力評价等制定標准。2014年,相關部門對≪國際漢語敎學通用課程大綱≫進行了修正和補充。本硏究分析了新版課程大綱中出現的變化,在此基礎上爲面向韓國學習者的漢語敎育提出了客觀標准,具有高度的硏究必要性和重要的學術意義。 本硏究分析了≪國際漢語敎學通用課程大綱(語法)≫(2014)的體系構成特性和等級體系、語法體系特征,旨在爲面向韓國人的漢語敎育語法提出客觀的參照標准。爲考察≪國際漢語敎學通用課程大綱(語法)≫(2014)的特征,本論文將其與國際漢語敎學通用課程大綱(語法)≫(2008)進行了比較分析。通過分析得知,新大綱改用"六等語法體系",强調了與新HSK考試的對接性。爲提升學生的理解效率,新大綱按照語法項目間的相對等級排列了補語、存在句、比較句, 字句和被字句等復雜句法結構。語法中添加了代詞、數詞、量詞和助動詞等新內容,比較句、把字句和被字句的各種語義功能也被分成不同層級,按照內在順序進行排列。新大綱的語法體系幾乎囊括漢語現有語法體系的全部內容,但兩者差異在于,新大綱的虛詞部分只涉及前置詞、副詞和接續詞,句子成分部分只涉及狀語、定語和補語。此外,新大綱重点充實了實詞、特殊句式和復句等內容。修訂后的新大綱充分反映漢語的特征,幷增補了語法項目和有關語法內容。不僅如此,爲促進學生溝通能力的發展,新大綱按等級詳細講解了動詞和離合詞的語義功能,考慮到國外學生的特性,還將錯誤頻發的副詞和數詞放在一起講解,提升了敎育效率。希望在面向韓國學生的漢語敎育中,上述分析結果能成爲客觀的參照標准。 The Office of Chinese Language Council International and the headquarter of Confucius Institute made International Curriculum for Chinese Language Education in 2008 in order to adapt to the new changes of international Chinese education, sum up the research findings in field of Chinese education and set standards for curriculum design, textbook making and test question setting. In 2014,the related department revised and supplemented International Curriculum for Chinese Language Education. This paper analyzed the new changes appeared in the revised curriculum and then suggested some objective standards of Chinese teaching for Korean learners. The paper has a high research necessity and is of great academic importance. The paper analyzed the structure of International Curriculum for Chinese Language Education(2014) and then studied the characteristics of hierarchy and grammatical system in it so as to suggest objective standards of Chinese teaching for Korean learners. To study the characteristics of International Curriculum for Chinese Language Education(2014), this paper compared it with International Curriculum for Chinese Language Education(2008). It was found that a 6-leveled grammatical system was adopted in the revised curriculum and the connection with new HSK test was emphasized. In order to promote students' comprehension efficiency, the complicated syntactic structures such as complements, existential sentences, comparative sentences, Ba-sentences and Bei-sentences were arranged according to the relative grammatical hierarchy in the revised curriculum. New contents including pronouns, numerals, classifiers and auxiliary verbs were added to the grammatical system. The semantic functions of comparative sentences, Ba-sentences and Bei-sentences were divided into different levels and arranged by the internal order. The grammatical system of the revised curriculum almost includes the whole grammatical system of contemporary Chinese language. But there are still some differences between them. In the part of function words, the revised curriculum only deals with prepositions, adverbs and conjunctions. In the part of sentence components, the revised curriculum only deals with adverbials, attributes and complements. Besides, the revised curriculum enriched the contents of notional words, special syntax and complex sentences. The characteristics of Chinese language were fully reflected in the revised curriculum. New grammatical items and related grammatical instructions were also supplemented into it. Furthermore, the revised curriculum elaborated on the semantic functions of verbs and separable words so as to promote students' communication ability. In consideration of foreign students' feature, adverbs and numerals which has a high error rate are arranged to be taught together in order to promote the teaching efficiency. It is hoped that the above-mentioned analyze results can become an objective standard of Chinese teaching for Korean learners.

교육문법항목 ‘정도보어’의 현황분석과 표준화를 위한 제언

위수광 중국어문학연구회 2019 중국어문학논집 Vol.0 No.115

For Chinese education in Korea, the ability to produce grammatically correct sentences is an important indicator for evaluating communication skills. Cultivating grammatical competence not only helps to improve conversation ability, but also is a necessity for the improvement of reading and writing skills. The communicative teaching system centered on ‘function-usage’ and the grammar education system centered on ‘structure-knowledge’ should coordinate with each other in the process of cultivating learners’ grammatical competencies. At present, the Chinese grammar education in Korea lacks a clear system, and even the standardization of educational grammar items has not yet been completed. It is frequent to see that educational grammar books and teaching materials use different terms to describe the same grammatical phenomenon, and these authors have different opinions. The standardizations of grammar system and grammar items of Korea’s Chinese education need to be solved urgently. Due to the large difference between the two languages, it is quite difficult for Korean learners to acquire Chinese degree complements and they are prone to making mistakes. This paper, taking degree complement as the research object, inspected the terms, categories and descriptions of degree complements in Chinese educational grammar syllabus and educational grammar works in China and Korea, and analyzed their shortcomings. First of all, in Chinese education, most of the degree complements (collective), state complements, and degree complements (differential) are called “degree complements”, which confuses learners. Secondly, some treatises call ‘state complements’ as ‘modal complements’ or “pattern complements”, all of which refer to almost the same category. In the process of grammar teaching, the inconsistency of terminologies has intensified the confusion of teachers and learners. Then, almost all treatises and books describe the semantic function of Chinese complement as: added after the predicate (verb, adjective) to reflect the degree of action or state. This kind of literal translation of Chinese grammar works brings about some problems. It is very difficult for Korean learners to correctly understand and express the concept of “degree of action”. Finally, when pointing out the adjectives, verbs, and psychological verb predicates that can be used to match degree complements (collective) and degree complements (differential), authors never come to an agreement. Some skip the expression of “predicate” at the syntactic level, but directly mix the concept of “verbs, adjectives (phrases)” at the morphological level with the “complement (sentence elements)” at the syntactic level, making learners at a loss. In addition, when explaining the structure of ‘verb + object + verb + ‘de’ + degree complement/state complement/pattern complement’, different authors use different expressions such as ‘degree complement (collective)’, ‘state complement’, and ‘modal complement’, which causes a confusion of concepts. This inconsistency in the expression and interpretation of concepts has confused teachers and students both in the actual teaching and ability evaluation process, and also led learners to make a large number of mistakes. Such problems can be solved effectively through the standardization of Chinese educational grammar. This paper points out that the standards and principles are ‘correctness, system, universality, appropriateness and relative hierarchy’. It is hoped that the scope of application of the above-mentioned standards and principles can be extended from degree complements to the establishment of Chinese educational grammar system in Korean, and become the research basis for the formulation of Chinese grammar education syllabus. At the same time, the early realization of the standardization of Chinese educational grammar items is also expected.

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

위수광 대한중국학회 2019 대한중국학회 학술대회 발표집 Vol.2019 No.2

한국인 중국어 학습자의 중국어 ‘보어’ 교육 문법 체계 고찰 -标准(语法)과 비교를 중심으로-

위수광 한민족문화학회 2023 한민족문화연구 Vol.83 No.-

본 연구는 국내 중국어 ‘보어’ 교육문법과 标准(语法) 의 비교분석을 통해 국내 중국어 보어교육의 현황을 살펴보고, 이를 통해 국내 중국어 ‘보어’ 교육 문법이 标准(语法) 와 상이점이 무엇인지, 수정, 보완할 부분을 모색하는 데 목적을 두었다. 그 결과 국내 중국어 ‘보어’ 교육문법의 몇 가지 문제점을 확인하였다. 우선 문법 항목의 용어의 상이함으로 인해 문법 기술도 상이함으로 인해 보어 교육문법체계에 통용성, 규범성이 부족함을 확인하였다. 그 다음 한국인 학습자의 특성을 고려하고, 문법 항목의 구조 및 의미기능의 상관관계를 고려한 상대적등급배열, 누적식순서배열이 필요하다. 끝으로 문법 기술은 한국인 학습자가 오류를 많이 범하는 보어별 문법 항목의 의미기능, 빈어와 공기하는 경우, 변화구조(부정문, 의문문) 등에 대해 효율적으로 문법 기술이 필요함을 확인했다. 이러한 문제점을 해결할 수 있는 방안을 제시하였는데 이는 보어의 문법항목의 명칭의 표준화, 문법항목과 상대적 등급배열되어야 하는 것, 보완되어야 하는 문법기술을 초보적으로 제시하였다. 이는 향후 한국인 학습자를 위해 표준화 된 ‘보어’교육문법 체계의 토대가 되기를 기대한다. This study aimed to examine the current status of domestic Chinese “Baoer” (Chinese grammar) education through a comparative analysis with the “Standard Grammar” and identify the differences, modifications, and areas for improvement. As a result, several issues with domestic Chinese “Baoer” education grammar were identified, including variations in terminology and grammar explanations, leading to a lack of universality and normativity in the “Baoer” education grammar system. The study also highlighted the need for relative grading arrangements and cumulative sequential arrangements considering the characteristics of Korean learners and the correlation between grammar item structure and semantic functions. Additionally, it emphasized the importance of efficient grammar explanations for specific grammar items prone to errors by Korean learners, ellipsis cases, and structural changes (negation, interrogatives). Proposed solutions included standardizing grammar item names in “Baoer,” establishing relative grading arrangements, and providing beginner-friendly supplementary grammar explanations. These suggestions aim to lay the foundation for a standardized “Baoer” education grammar system for future Korean learners.