개체성 상태동사와 지속상 표지 `착(着)`의 결합현상 연구 ― `유착(有着)`를 중심으로

정지수 ( Jeong Jiesu ) 중국어문연구회 2017 中國語文論叢 Vol.0 No.82

There are some state verbs like SHI(是, be), XIANG(像, resemble), YOU(有, exist, possess) in Chinese, they have no temporal bound, and express permanent states. The state verbs which have these features are called as `Individual Level State Verbs(ILS verbs)` in aspectual semantics. ILS verbs commonly do not co-occur with aspectual marker ZHE(着). But some of the ILS verbs that express existence and possession like `YOU (有)`, `YONGYOU(擁有)`, and `CUNZAI(存在)` can co-occur with ZHE, and the absence of ZHE does not affect the grammaticality of the sentence. This study aims to reveal the reason why ZHE can occur with ILS verb YOU, and to analyze the meanings and functions of ZHE in this construction, and the grammaticalization mechanism of this construction. Previous studies didn`t handle the creation mechanism of this construction, they mainly focused on the origin of this construction, distribution, semantic feature and so on. This study has an important meaning to reveal the semantic features and functions and producing mechanism of the structure. Previous studies said that `YOUZHE` construction generally has an abstract noun as its internal argument. This feature is remarkable in YOU-ZHE construction, and we analysed it as a kind of `Generic Sentences`, which denote properties of individuals or kinds. In `ILS verbs + ZHE` construction, `ZHE` seems like a redundant component, however, in `YOUZHE` construction, `ZHE` has a special function be called as `aspectual coercion`, and it triggers aspectual shift of verb from ILS to achievement.

중국어의 상적 유형강제 연구

鄭池秀 ( Jeong Jiesu ) 중국어문연구회 2020 中國語文論叢 Vol.0 No.102

This study analyzed the mismatches between lexical aspect and aspect marker in Mandarin Chinese. In general, there are strong tendencies in the combination between the combination of the lexical aspect of verbs and grammatical aspect markers, and the semantic mismatch between lexical aspect and grammatical aspect results in an ungrammatical sentence. For example, individual-level state verbs and achievement verbs are not compatible with progressives. However, in some cases, inspite of their aspectual mismatch, individual-level state verbs occur in progressives, and it is acceptable. These mismatches are usually called ‘situation type shift’. This article explained how the mismatches can be acceptable by aspectual type coercion. Coercion is an implicit operation that triggers type shift and reinterpretation. Coercion resolves the semantic conflict between lexical aspect and grammatical aspect, and shift the input value(i.e. aspectual feature value) of lexical aspect. In this article, we investigated the semantic mismatches between lexical aspect and grammatical aspect of Mandarin Chinese, and analyzed their shifted input value. Aspectual mismatches and reinterpretations are highly dependent on the context at first, but some of them have developed into new constructions.

중국의 동아시아 한자어 연구 동향 분석 - CNKI 학술지 데이터를 중심으로

정지수 ( Jeong Jiesu ),김석영 ( Kim Sok-yong ) 한국중국언어학회 2022 중국언어연구 Vol.- No.102

In this article, We analyzed the research trends of East Asian Sino words in China, based on the articles of the CNKI data. We collected 2,436 articles dealing with Sino words in Korean, Chinese, Japanese and Vietnamese languages using 44 keywords which related to East Asian sino words such as ‘HANZICI(漢字詞)’, ‘HANYUCI(漢語詞)’ ect. We obtained a list of 1543 papers by deleting the duplicated lists. Finally, the list of 983 analysis targets was confirmed by confirming whether it met the scope of this study. We analyzed the research topics, objects, scope, periods, and methods, through the titles, keywords, abstracts, and text. As a result of the analysis, the most studies were related to the homographs in Chinese and Japanese, Japanese loanwords in Chinese, and the formation modern Chinese vocabulary, followed by studies related to homographs in Korean and Chinese characters, especially for education. The research of Vietnamese Sino words had the least proportion and lacked of diversity.

2021학년도 대학수학능력시험 중국어Ⅰ 타당도 분석 ― 2015 개정교육과정과의 상관관계를 중심으로

정지수 ( Jeong Jiesu ),김영민 ( Kim Youngmin ) 고려대학교 중국학연구소 2021 中國學論叢 Vol.- No.71

In this paper, we analyzed the validity of the evaluation by reviewing whether the Chinese I (hereinafter referred to as CSAT Chinese) evaluation questions in the second foreign language/Chinese characters area of the 2021 College Scholastic Ability Test (CSAT) meet the 2015 revised curriculum and CSAT test guidelines. We investigated whether the CSAT Chinese questions meet the level of the Chinese Ⅰ curriculum and the test guide, focusing on vocabulary and grammar among the five major evaluation elements of the test guide released by the Korea Institute for Curriculum and Evaluation (KICE). We found that Chinese I and Chinese II share the same syllabus of the vocabulary and grammar in the curriculum, so the range of the CSAT of ChineseⅠwas expanded to Chinese Ⅱ in terms of vocabulary and grammar. The level of difficulty in basic vocabulary and grammar items are not limited in the curriculum. As a result, the vocabulary or grammar items used in Chinese Ⅰ of the CSAT may be equivalent to or higher than the level of Chinese II. We analyzed the grounds for making exam questions that presented by KICE, and found that almost questions met not only the achievement standard of Chinese Ⅰ, but also Chinese Ⅱ. Therefore, it is necessary to adjust the difficulty to balance with other subjects in the same area in order to ensure fairness under the absolute evaluation system in the future.

2021 대학수학능력시험 중국어Ⅰ 문항의 어휘 타당도 분석 ― 교과서 수록 어휘와의 비교를 중심으로

김영민 ( Kim Youngmin ),정지수 ( Jeong Jiesu ) 한국중국학회 2021 중국학보 Vol.96 No.-

본고는 2021학년도 대학수학능력시험 중국어Ⅰ 과목(이하 ‘2021수능’)의 문항 구성에 운용된 어휘를 중심으로 내용 타당도를 분석하였다. 수능이 가르친 내용을 범위로 하고 있는지 알아보기 위해 실제 학교에서 사용하는 교과서에 수록된 어휘와 수능 어휘가 얼마나 일치하는지 비교 분석하였다. 분석 결과 ‘2021수능’ 어휘 중 6종의 중국어Ⅰ 교과서 수록률은 평균 46.68%이며, 중국어Ⅱ 교과서 수록률은 평균 79.5%로, ‘2021수능’의 어휘 수준은 중국어Ⅰ보다는 중국어Ⅱ에 근접하며, 중국어Ⅱ까지 이수하여도 ‘2021수능’ 출제 어휘의 80% 가량의 형태만을 학습할 수 있음을 알 수 있었다. ‘2021수능’에 사용된 기본 어휘 중 51.2%가 하나의 어휘가 여러 품사와 의미, 기능을 나타내는 1음절 어휘로 조사되었으며, ‘2021수능’에서는 중국어Ⅰ은 물론이고 중국어Ⅱ 6종 교과서에서도 다루거나 배우지 않는 의미와 용법을 이해할 것을 요구하고 있었다. 또한 기본 어휘의 결합으로 만들어졌으나 기본 어휘의 의미만으로는 그 의미를 유추할 수 없는 어휘 결합이나 관용 표현들이 출제되었다. 전체적으로 ‘2021수능’은 어휘 운용에 있어서 평가 내용의 타당도가 떨어진다고 할 수 있으며, 향후 수능 출제 시 어휘 범위의 조정이 이루어지고 교육과정의 어휘목록이 상세화되어 타당도를 높이고 교수-학습에도 긍정적인 환류효과(washback effect)를 가져올 수 있기를 바란다. In this study, a content validity analysis was conducted of the vocabulary used in the composition of the questions in the Chinese I section of the 2021 College Scholastic Ability Test (hereinafter referred to as “2021 CSAT”). In order to verify whether the evaluation would be from the contents taught, we investigated the inclusion rate of the vocabulary of the “2021 CSAT” from high school Chinese text books. The results of the analysis revealed that the average inclusion rate of vocabulary from the six textbooks of Chinese I was 46.68% and from the six textbooks of Chinese II was 79.5%, it means that the vocabulary level of the “2021 CSAT” was closer to that of Chinese II than that of Chinese I. Further, even if a student had completed Chinese II, he or she would have learnt only 80% of the vocabulary included in the 2021 CSAT. 51.2% of the basic vocabulary used in the “2021 CSAT” was surveyed as a one-syllable vocabulary which could function as multiple parts of speech, and have multiple meanings or functions. The “2021 CSAT” necessitated knowledge of meanings and usage that have not been dealt with or learned through the six textbooks of Chinese I or Chinese II. In addition, exam questions included vocabulary combinations or idiomatic expressions created by combining words from basic vocabulary but whose meaning in combination could not be inferred from the meaning of the individual basic words. Overall, it was found that the 2021 CSAT lacked content validity of vocabulary application. The findings suggest a revision of the vocabulary list of the curriculum to adjust the vocabulary range to enhance validity, thus promoting a positive washback effect in teaching and learning.

수요자 요구조사를 바탕으로 한 중국어 교재 개발 試探 ― K대 『새내기중국어』 개정 사례를 중심으로

오유정 ( Oh¸ Youjeong ),정지수 ( Jeong¸ Jiesu ),김은주 ( Kim¸ Eunju ) 한국중국언어학회 2023 중국언어연구 Vol.- No.107

Understanding the demands of consumers is the foremost element in the textbook development process, and sufficient reflection of consumer demands can lead to successful learning outcomes. In this context, this paper investigated and analyzed the demands of learners and instructors for “Saenaegi Chinese”, a liberal arts Chinese textbook at “K” University, as a preliminary stage for developing a university liberal arts Chinese textbook, and discussed future textbook development and improvement directions based on this analysis. The survey of learner demands showed high satisfaction with the overall content of the textbook, including its topics, practicality, difficulty level, grammar explanation, and practice questions. However, there was a high demand for revisions of certain outdated topics and textbook design, as well as a high demand for supplementary materials such as cultural items and workbooks. In the instructors’ demand survey, instructors also responded positively to the textbook’s topics and content. They recognized the need for revisions on certain topics and the addition of cultural items. However, there was a discrepancy in perception of the learning volume between students and instructors. While many students perceived the learning volume and difficulty level of the current textbook as relatively appropriate, many instructors perceived the vocabulary volume and grammar segment difficulty as inappropriate. In addition, there were differences in demand for supplementary materials, textbook format, and design. While students showed a very high demand for workbooks, textbook format, and design, instructors showed a relatively high demand for PPT materials, and their sensitivity for textbook format and design was not as high as that of the students.