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.

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.

완료상표지 “-었-”과 “了”의 문법의미

황련화(Huang, Lianhua) 동북아시아문화학회 2020 동북아시아문화학회 국제학술대회 발표자료집 Vol.2020 No.10

In this paper, the grammatical attributes of "-었-" and "了" were defined as perfect aspect marker in Korean and Chinese language, based on the categories of aspects and sematic interpretation of perfect and perfective aspect presented in the study of liguistic typology. To explain the similarities and differences of "-었-" and "了", the grammatical meanings of perfect aspect were divided into three categories:anterior, impactiveness, heterogeneity.

완료상표지 ‘-었-’과 ‘了’의 문법의미

황련화 ( Huang¸ Lianhua ),이길연 ( Li¸ Jilian ) 한국중국언어학회 2020 중국언어연구 Vol.0 No.91

In this paper, the grammatical attributes of “-었-” and “了” were defined as perfect aspect marker in Korean and Chinese language, based on the categories of aspects and sematic interpretation of perfect and perfective aspect marker presented in the study of linguistic typology. To explain the similarities and differences of “-었-” and “了”, the grammatical meanings of perfect aspect marker were divided into three categories: anterior, impactiveness, heterogeneity.

유형론에 기반한 한중 문법상(相)의 의미영역과 그 실현 양상

황련화(Huang, Lian-Hua)(黄,莲,花) 대한중국학회 2021 중국학 Vol.75 No.-

본고는 우선 의미적 범주에서의 상의 개념을 정리하고 문법상을 정의하였다. 유형론적 시각에서 상은 크게 ‘완전상-비완전상’의 대립을 가진 공간적 경계상과 ‘완료상-비완료상’의 대립을 가진 시간적 단계상으로 나뉘는데 한국어와 중국어는 ‘상황을 바라보는 시선의 위치’에 초첨을 두는 시간적 단계상에 속한다. 그리고 범언어적인 문법상의 하위 범주들을 검토하고 한국어와 중국어의 대응되는 상 표지를 살펴보고 문법상 체계를 구축하였으며 기존의 상 체계와의 공통점과 상이점을 제시하였다. 또한 전형적인 몇 가지 한중 문법상 표지의 구체적인 분포와 의미를 고찰하고 상응한 상 범주 유형과 의미영역을 탐구하였다. 마지막으로 한중 상 체계에서 한 형태표지가 여러 상 범주에 걸쳐 나타나는 현상에 관하여 상 표지의 문법화 과정을 제시함으로써 그 이유와 관련성을 설명하였다. In this paper, we first looked into the concepts of aspect from semantic point of view, and defined the meaning of grammatical aspects. On the basis of the typological study results, aspects across languages fall into two types: spatial viewpoint aspect and temporal viewpoint aspect, the former is represented by Russian and the later by English. Korean and Chinese grammatical aspects focus on the phase of the situation , therefore, they both belong to temporal viewpoint aspect type. Then, we reviewed the taxonomy of the most common grammatical aspect categories in the languages of the world. After observing the semantic meaning and various use of the aspect markers in Korean and Chinese intensely, we established the grammatical aspects system and analyzed the commonalities and differences from the existing aspect system. Next, we explored the distributional features and inflectional features of several typical Korean and Chinese aspect markers and defined the corresponding aspect category types and semantic domains. Finally, we explained the phenomenon of one aspect marker appears in multiple aspect subcategories by presenting the grammaticalization process and correlation of diverse aspects.

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.

‘-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.