속담을 이용한 중국어 교수법 연구 = (A) Study investigated ohinese proverb teaching method

다국어 초록 (Multilingual Abstract)

There is the purpose to find effective and systematic education method about China proverb education to Chinese learners who are native speakers of Korean. Research about education method has not worked over in area of proverb education of a Chinese education area to Korean until now. Because it is currently trend that the number of Koreans who study Chinese language are increasing gradually, education method research for them is urgent and important. Also, because language expressions of Chinese are abundant and various in formal aspect. It may get big effect if it is enforced groping proverb education method of Chinese which has this language habit. For looking for the method, this research investigated as following.
For comparing Korean with Chinese proverb features, it is categorized in to three types: in same meaning and same form proverb, same form and different meaning, different form and different meaning proverb and this study For comparing Korean with Chinese proverb features, it is categorized into three types: in same meaning and same form proverb, same form and different meaning, different form and different meaning proverb and this study investigated Chinese proverb teaching method by classifying step by step. The cause of same type and same form has similar thought or mind in two country such as Korea and China so it is possible to see that same contents and expressions proverbs are appeared and the Korea and China are near geographically, it is causing assimilation of proverb while exchanging effects each other to culture through frequent interchange for thousand years. The cause of generating same type and different meaning proverb is like from the opinion which two nations have different view in identical things. Also, it looks like same type and different meaning proverb because different meaning proverb of other two countries have same form accidentally. Finally, Chinese use different form and different meaning proverb but there is no proverb that correspond in the Korea.
Chinese proverb teaching method was divided by beginner step and intermediate step advance step, and it proposed education way. In beginner grade, it emphasized the importance that provoke interest with studying motive and proposed three methods. First, same contents and expression proverbs are introduced from time to time in class. Second, it progresses proverb education according to vocabulary education in usual day. Third, the proverb which is necessary subject in learner's actual life was presented according to real situation. Expression form of proverb for intermediate grade and advanced education is different by culture between two countries and various kinds of causes. these differences need to be explain to learner. It is Introduced proverb which has culture element and knowledge of proverb meaning through him. Therefore, cultural meaning differs by culture and various kinds of causes, but teaching proverb which has same contents and expression through meaning contrast. Also, guide through suitable situation set, and guide natural express method that express proverb in learner's language.
Limitation of this research is that it is not presented education proverb selection for Korean who learn Chinese and teacher must have broad and various Chinese knowledge as proverb education way for learner .Also, two countries' proverb contents are copious and forms are various and environment that learner touches changes from time to time, guide of choosing proverb and method has to be managed more sophisticated. This wishes are left as forward research task.

목차 (Table of Contents)

• 目次 = ⅰ
• 제1장 序論 = 1
• 제1절 연구 목적 및 필요성 = 1
• 제2절 연구 대상 및 방법 = 2
• 제3절 선행 연구 검토 = 4
• 제2장 속담과 문화 = 7
• 제1절 속담의 개념 = 7
• 1.1. 한국의 속담개념 = 8
• 1.2. 중국의 속담개념 = 10
• 제2절 속담의 특성 및 문화의 관계 = 14
• 2.1. 속담의 특성 = 14
• 2.2. 문화의 개념 = 17
• 2.3. 속담과 문화의 관계 = 20
• 제3장 한·중 속담의 비교 = 25
• 제1절 한·중 속담의 특징 비교 = 25
• 1.1. 유사점 = 25
• 1.2. 차이점 = 29
• 제2절 한·중 속담의 내용과 표현 비교 = 37
• 2.1. 내용 표현 동일 = 37
• 2.2. 내용 동일 표현 부동 = 42
• 2.3. 내용 표현 부동 = 50
• 제4장 중국어 속담 학습 지도 방법 = 53
• 제1절 단계별 지도법 = 53
• 1.1. 초급 단계 = 54
• 1.1.1. 동형동의 = 54
• 1.1.2. 기본생활 어휘 = 57
• 1.1.3. 실제 관련 상황 설명 = 58
• 1.2. 중·고급 단계 = 59
• 1.2.1. 동형이의 = 60
• 1.2.2. 의미대조 설명 = 67
• 1.2.3. 화용론적 맥락 설명 = 69
• 1.2.4. 인용 문장 설명 = 75
• 제2절 속담 수업의 평가방법 = 78
• 2.1. 그림 활용 = 78
• 2.2. 빈 칸 채우기 = 79
• 2.3. 잘못된 속담 설명 찾기 = 81
• 제5장 結論 = 84
• 參考文獻 = 88
• ABSTRACT = 92