한국어 사자성어 교육 현황과 개선 방안 : 중국과 베트남인 학습자를 대상으로

다국어 초록 (Multilingual Abstract)

This study examined Chinese and Vietnamese Korean learners' recognition on four character idioms and suggested an educational emphasis. Although both China and Vietnam belonging to the Chinese cultural circle have used Chinese words, the latter's perception on them disappeared, as it changed its language spelling into Romanization. Chinese Korean learners' recognition on four character idioms may be different from that of Vietnamese Korean learners, therefore, their educational emphases cannot but be different.

This study provided the purport of the four character idiom education by types of four character idioms and language circles, by comparing Chinese and Vietnamese intermediate Korean learners' recognition on each type of four character idioms.

Chapter 2 comparatively analyzed Chinese and Vietnamese intermediate Korean learners' recognition on four character idioms, by constructing a questionnaire extracted from each textbook.

Chapter 3 proposed teaching methods by types of four character idioms and language circles based on their recognition on them. An analysis on their recognition shows that the rate of correct response to questions about four character idioms can be arranged in order: homogeneous > Korean-style> heterogeneous four character idioms. The variations in the rate of correct response between learners belonging to two language circles can be also arranged:　homogeneous > Korean-style> heterogeneous four character idioms.

Largest variations in 'homogeneous four character idioms' occur between them, because Chinese Korean learners are accustomed to the idioms, as they are almost the same as their mother tongue, but Vietnamese Korean learners are not. Smallest variations in 'heterogeneous four character idioms' occur between them, since learners in two language circles do not yet learn them but negative transference may occur in Chinese Korean learners. Educational emphases should be, thus, different by language circles.

Chapter 4 introduced improvements by types of the idioms and language circles and suggested the model of homogeneous four character idiom class. The findings may contribute to establishing teaching-learning methods by verifying Korean learners' recognition on four character idioms and considering learners' own language and types of four character idioms.

목차 (Table of Contents)

• 1. 서 론 1
• 1.1. 연구의 목적 및 필요성 1
• 1.2. 선행연구 2
• 1.3. 사자성어 개념과 유형 3
• 1.3.1. 사자성어의 개념 4
• 1.3.2. 사자성어의 유형 7
• 2. 한국어 교재의 사자성어 교육 현황 8
• 2.1. 서울대학교 한국어 교재 8
• 2.2. 경희대학교 한국어 교재 9
• 2.3. 고려대학교 한국어 교재 10
• 2.4. 이화여자대학교 한국어 교재 11
• 2.5. 서강대학교 한국어 교재 11
• 3. 한국어 학습자의 사자성어 인식 실태 14
• 3.1. 한국어 학습자의 사자성어 인식 실태 조사 14
• 3.1.1. 피조사자 인적사항 14
• 3.1.2. 조사 도구 설계 16
• 3.2. 인식 실태 조사 결과 21
• 3.2.1. 동형동의 사자성어 22
• 3.2.2. 이형동의 사자성어 30
• 3.2.3. 한국식 사자성어 34
• 4. 한국어 사자성어 교육 개선 방안 42
• 4.1. 유형별 개선안 42
• 4.1.1. 동형동의 사자성어 42
• 4.1.2. 이형동의 사자성어 43
• 4.1.3. 한국식 사자성어 43
• 4.2. 언어권별 개선안 43
• 4.2.1. 중국 학습자 44
• 4.2.2. 베트남 학습자 45
• 4.3. 사자성어 수업 모형 46
• 5. 결론 48
• <참고문헌> 50
• <ABSTRACT> 53
• <부록> 55