韩汉将来时标记“-겠-”“要”的认识情态研究

이길연(Li, Ji-Lian),황련화(Huang, Lian-Hua) 대한중국학회 2020 중국학 Vol.72 No.-

时体标记和认识情态都属于句子的背景信息,具有使虚拟事件转化为实际事件的效用,语言类型学研究表明,将来时标记向认识情态的发展是人类语言的共性。韩汉将来时标记“-겠-”、“要”都具有“推测”、“意图”的概念义,用来描述未然事件,对于未然事件的描述分为客观上必然发生的事件和主观上说话者认为必然或可能发生的事件,对于这两种情况,由于将来事件本身具有的不确定性,两者都表现出强主观性,因此与认识情态密切相关,由将来时衍生出来的认识情态根据说话人对主观估价的确信度可分为“必然性”、“可能性”、“虚拟性”三个量级。本文以韩汉将来时标记“-겠-”、“要”作为研究对象,考察了韩汉将来时标记向认识情态发展过程中所呈现的句法、语义、语用的异同,并用主观化、转喻、推理解释了其背后的认知机制。 Tense, aspect and epistemic modality belong to the background information of sentences and have the effect of transforming virtual events into actual events. Linguistic typology studies show that the development of future tense into epistemic modality is a common feature of human languages. The future tense markers - 겠 - and Yao in Korean and Chinese language have the conceptual meanings of speculation and intention , which are used to describe the future events. The description of the future events can be divided into objectively inevitable events and subjectively inevitable or possible events. For these two cases, due to the uncertainty of future events, both of them show strong subjectivity. Therefore, they are closely related to epistemic modality. Epistemic modality can be divided into three categories according to the speaker s certainty of subjective evaluation: inevitability, possibility and virtuality. This study aims to find out the similarities and differences of - 겠 - and Yao in syntax, semantics and pragmatics, and explain the cognitive mechanism behind the differences by comparing the degree of grammaticalization and subjectification.

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.

‘-더-’와 ‘来着’의 상적 특징과 양태성에 관한 연구

이길연(Li Ji-Lian)(李吉蓮),황련화(Huang Lian-Hua)(黃蓮花) 대한중국학회 2021 중국학 Vol.77 No.-

본고에서는 ‘-더-’와 ‘来着’가 쓰인 용례를 통하여 양자의 범주 소속, 화용적 기능, 통사적 특징, 양태성 등 측면에서 공통점과 차이점을 살펴보았고 또한 하나의 문법 표지가 여러 범주에 걸쳐 나타나는 이유를 문법화의 각도에서 해석하였다. 결론적으로 ‘-더-’와 ‘来着’는 완료상 표지로써 상이한 서술어와의 결합을 통해 사용 문맥이 확대되고 주관화, 재분석 등 기제로 인하여 인식양태, 증거양태로 문법화 되었다. This paper describes the relationship between the tense and modality of -더- and 来着 through the intrinsic meaning of the perfect, preconception and influence, and interprets the cause with cognitive mechanisms such as grammaticalization, subjectivization, and reanalysis. In conclusion, -the- and 来着 are perfect trademarks, and the context of use is expanded by combining them with different predicates. When looking at the usage of -더- , it is confirmed in the terminating form, the connecting form, and the adjective form. Considering various factors, only the final form of -더- is intended to be the subject of the description. In this paper, we looked into the similarities and differences of ‘-더-’ and ‘来着’ in the categories of semantics, syntactics and modality. The grammatical attributes of ‘-더-’ and ‘来着’ were defined as perfect aspect marker. With the expanding of its context, the use of epistemic modality and evidentiality were appeared, the mechanism of this process of grammarization is subjectivization.

服务学习(Service Learning)在外语教学中的应用调查

이길연(Li, Ji-Lian)(李吉莲) 대한중국학회 2020 중국학 Vol.70 No.-

The development of new technology, new economy and new society requires us to cultivate compound talents of knowledge + technology + skills。 But There is a dislocation and inconsistency between higher education and the development of new technology, new economy and new society. If such inconsistencies are to be overcome, capability-based education is particularly important. This thesis explores the domestic and foreign research background of service learning in foreign language learning, and investigates and analyzes empirical cases of service learning in Chinese language teaching at domestic and abroad. According to my investigation, there are only four research papers on the use of service science in the Chinese classroom: Two of these papers are examples of Chinese culture teaching and Heritage language learning for Chinese American students,The other two are Chinese teaching research for foreign students in China, and Chinese teaching in Korean classrooms. Based on the above analysis, several suggestions are made for the application of Korean university service learning in college Chinese lessons. 新科技、新经济、新社会的发展呼吁知识+技术+技能的复合型人才的培养, 但高等教育与新科技、新经济、新社会发展存在错位与不协调的现象。要克服这一不协调现象, “能力本位(역량기반)”教育显得尤为重要。本论文探讨了服务学习应用在外语学习的国内外研究背景, 调查分析了国内外服务学习在汉语语教学中的实证案例 据本人调查, 汉语课堂运用服务学的研究论文只有四篇:其中两篇论文是针对在美国华裔学生的中国文化教学和继承语学习的案例, 另外两篇分别是针对在华留学生的汉语教学研究、针对在韩国汉语课堂的教学研究。 , 在分析的基础上对韩国高校服务学习在大学汉语课课堂的应用提出了几点建议。

对韩国留学生的“把”字句教学方法探析

김영실(Jin Ying Shi)(金英实) , 이길연(Li Ji Lian)(李吉莲) 대한중국학회 2016 중국학 Vol.57 No.-

In the teaching of Chinese as a foreign language, Ba-construction is a difficult grammar items. In the study of Chinese ontology, there are quite a few articles on Ba-construction, and the study of Ba-construction in Chinese as a foreign language teaching has also achieved remarkable results. In recent years, more and more attention has been paid to the teaching of Ba-construction and based on contrastive analysis or language acquisition research. The study of Ba-construction is gradually developed from the background of the cross-linguistic to the background of specific native language. The students mother tongue has a great influence on Ba-construction learning. Korean is an Altaic language and Chinese is a Sino-Tibetan language. There is a big difference between the two languages. The deep semantic relations of Chinese language are expressed by superficial syntactic relations of Korean language, and The differences between different semantic types and semantic orientations directly affect its correspondence in Korean language. The Ba-construction with different Semantic type have neat corresponding forms in Korean. However, Korean students try to find the similarity between the sentence pattern and native language in the process of Ba-construction acquisition, so make a lot of error sentences. This paper tries to classify Ba-construction into four categories from the perspective of semantic type and the corresponding characteristics of Korean, and discusses the teaching methods of Ba-construction for korean students. 在对外汉语教学中, “把”字句是一个习得难度较高的语法项目。语言类型即学生的母语背景对“把”字句的习得有显著影响。近年来对“把”字句教学越来越重视基于对比分析和习得研究, “把”字句研究也从泛母语背景者逐渐发展为特定母语背景者在特定学习阶段的习得考察。韩国语属阿尔泰语系, 是黏着语;而汉语属汉藏语系, 是孤立语, 两者差别较大。韩国语把汉语的深层语义关系用表层句法关系来表达, 不同语义类型及语义指向的差异直接影响它在韩国语中的对应关系。不同语义类型的“把”后宾语在韩国语中存在比较整齐的对应形式。但韩国留学生在“把”字句习得过程中, 努力寻求所学句型与母语相似的模式, 不恰当地类比推理, 形成“把”字句与母语中宾格形式等同的假设, 导致偏误句的出现。本文试从“把”后宾语NP的语义类型及其在韩国语的对应形式将“把”字句分为四类, 并结合各类“把”字句的谓语语义指向及其在韩国语中的表达方式探讨各类“把”字句的教学方法。

비즈니스 중국어 학습수요에 관한 연구

황련화(Huang, Lian-Hua)(黃蓮花),이길연(Li, Ji-Lian)(李吉蓮) 대한중국학회 2019 중국학 Vol.68 No.-

한·중 수교 이래 경제교류가 날로 늘어남에 따라 비즈니스 중국어 학습에 대한 수요가 대두되기 시작하였으나 이에 대한 연구나 분석이 아직 많지 않은 실정이다. 본고는 한국 내의 비즈니스 중국어 수업현황, 학습현황, 비즈니스 교재현황에 대해 검토하였고, 학습자 수요를 파악하기 위해 수요분석 이론과 기존 연구를 바탕으로 학습수요를 물질적 수요, 심리적 수요, 비즈니스 중국어에 대한 수요, 교육과정과 평가에 대한 수요 등 네 가지로 재분류 하였다. 이러한 분류에 따라 중국어 학습자 총 302명을 대상으로 3년의 시간간격을 두고 온라인 설문조사를 실시하였고 그 결과 직업별, 중국어 수준 별 학습자 수요는 상이하게 나타났다. 위와 같은 분석결과를 토대로 효과적인 비즈니스 중국어 교육을 위해 교재편찬, 수업설계, 평가에 대해 간략하게 제언을 하였다. Since the establishment of diplomatic relations between China and South Korea, South Korean enterprises that trade with Chinese have grown rapidly. In order to better cooperate with Chinese people, Business Chinese Learning Demands are also growing. Business Chinese has become one of the essential skills of South Korean business people. Therefore, Business Chinese teaching has gradually become the focus of Chinese teaching in South Korea. The premise of teaching students well is to understand their learning needs. In this paper, 302 South Koreans with different Chinese proficiency, occupations and ages were surveyed. The surveys were conducted twice, in 2016 and 2019.The learning needs were divided into four aspects: material needs, psychological needs, language ability needs and curriculum needs. The purpose of the survey is to better understand the students’ learning needs and changes in demand. Based on the results, we can effectively guide students’ learning, optimize the classroom teaching and make the testing standards more reasonable.

基于“产出导向法”的商务汉语案例教学实践

황련화(Huang, Lian-Hua)(黃蓮花),이길연(Li, Ji-Lian)(李吉蓮) 대한중국학회 2019 중국학 Vol.69 No.-

本文尝试将产出导向法理论运用到商务汉语案例教学,用实际课堂的教学准备、教案编写、实施过程、教学反思等环节来探讨其适用性。在教学实践过程中,我们选取跨国企业本土化为教学内容,按照产出导向法的三个步骤“驱动-促成-评价”展开商务汉语案例教学,并针对课堂教学效果进行了调查,总结归纳了基于产出导向法理论的商务汉语教学的优点和不足,最后,就商务汉语教师的专业素养提高、学习者的学习能力提升、教学方式的优化、教学过程的完善提出了几点建议。 This paper aims to apply the theory of “Production-oriented Approach” to Business Chinese Case Teaching, and explores its applicability through classroom teaching.In the process of teaching practice, we chose the subject of localization of multinational enterprises as the teaching content, carried out business Chinese case teaching according to the teaching steps of the POA“drive-promote-evaluate”and conducted interviews and surveys on the effect of classroom teaching, summarized the advantages and disadvantages of business Chinese teaching based on the POA. Finally, We put forward some suggestions in terms of the improvement of teaching ability learning ability and the teaching process.

고등교육 국제화의 활성화 방안에 관한 사례연구-C대학교 쌍방향(In/Out bound) 2+2복수학위제를 중심으로

셀익잔(Jiynbai Syerikjan),이길연(LI, Ji Lian) 한국아시아학회 2021 아시아연구 Vol.24 No.1

4차 산업혁명시대 진입에 따라 고등교육의 국제화는 중요한 이슈로 부각되고 있고, 저출산 고령화로 인해 가시화된 학력인구 감소는 in-bound와 out-bound 즉 쌍방향 국제화를 활성화 시켜야만 하는 중요한 요인이 되었다. 1990년대 이후 해외 자매대학과의 교환학생제도 활성화를 통해 한국 대학들은 학생들로 하여금 외국에서 국제적인 경험을 하는 out-bound 국제화에 치중해 왔다. 2000년대 들어 고등교육 국제화는 전 세계적으로 더욱더 확산되는 분위기였으며 그 예로 EU위원회(European Commission)에서 주관하는 ERASMUS+ (European Action Scheme for the Mobility of University Students)가 있고, 아시아에서 2011년부터 추진한 한중일 3국 교류프로그램인 “CAMPUS Asia 사업”이 있고, 중국정부에서 2015년부터 추진한 "세계 일류 대학 세계 일류 학과 만들기 프로젝트(双一流建设)"가 있다. 한국의 경우 2004년부터 교육부에서 “Study Korea 프로젝트” 추진을 시작으로 2012년 11월 “Study Korea 2020” 프로젝트 추진계획 발표를 통해 2020년까지 국내 외국인 유학생 수를 20만 명까지 유치하겠다는 야심찬 목표를 설정하고 이를 지원하기 위해 다양한 국제화 정책을 수립하고 추진하고 있다. 대학 교육 국제화에 대한 활성화 방안으로 여러 가지 방식과 전략이 있을 것이다. 예를 들면 해외자매대학과의 교환학생 프로그램, 복수학위 프로그램, 어학연수 프로그램 등이 있는데 in-bound 국제화 전략으로의 전환에 따라 현재 가장 많이 활용되고 있는 국제화 방식은 외국유학생 유치를 위한 어학연수 프로그램 등이 있다. 대학 교육 국제화는 외국인 유학생 교육과 관리도 포함되겠지만 내국인 학생들의 글로벌 역량 강화도 국제화의 중요한 목표 중 하나일 것이다. 따라서 본고는 필자 소속대학에서 운영하고 있는 in-bound와 out-bound 쌍방향 2+2복수학위 프로그램을 연구범위로 설정하고 그 운영현황을 분석하여 고등교육기관의 국제화 역량강화 방안을 마련하는데 기초적 연구가 될 수 있기를 기대한다. With the advent of a new era, the Fourth Industrial Revolution, the internationalization of higher education has become an imperative issue. Due to the low birth rate and aging population, the educated population is decreasing day by day. Therefore, in-bound and out-bound interaction must be promoted. In other words, we need to promote interactive internationalization. There will be several ways and strategies to revitalize the internationalization of university education. For example, programs with overseas partner schools, like student exchange programs, double degree, language training, and so on. With the transition to in-bound internationalization strategies, language training programs is used widely to attract foreign students. Internationalization of university education includes the education and management of foreign students, but enhancing the global capabilities of Korean students will be one of the most important goals of internationalization. Therefore, this article takes the in-bound and out-bound interactive 2 + 2 double degree program developed by our school as the research object, analyzes its operation status, with the aim of committing to strengthen the internationalization capabilities of universities..

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.-