Chunk를 활용한 중국어 수업이 학습자의 말하기·쓰기 능력에 미치는 효과 분석 : 동결구조를 중심으로

국문 초록 (Abstract)

본 연구는 Lewis(1993)의 어휘 접근법(Lexical Approach)에서 착안하여 중국어 결합관계 Chunk 중심의 중국어 수업 모형을 개발하고, 이를 실제 교실수업에 적용하여 동결구조를 지도했을 때 학습자들의 말하기·쓰기 능력에 효과가 나타나는지 검증하며, 어떤 효과가 얼마나 나타나는지 분석하는데 그 목적이 있다. 부산에 소재한 K 중국어 학원의 학습자들을 실험학급과 통제학급의 2개 집단으로 나누어, 동결구조 수업만 상이하게 진행하며 26주 간 총 360차시의 중국어 수업을 실시하였다. 동결구조를 실험학급은 Chunk 중심 지도, 통제학급은 기존의 문법 번역식 교수법으로 지도했다. 오직 결과보어만을 중점적으로 다루는 수업은 3개 단원 정도지만, 결과보어 개념 등장 이후의 총 27개 단원 중 12개 단원에서 동결구조 포함 문장들이 다수 출현함에 따라, 총 360차시 중 96차시가 동결구조가 포함된 수업이었다. 위와 같이 동결구조 중심 수업이 아닌 경우에도 동결구조 문장이 나오는 경우에는 설명을 다르게 하였다.
26주 후, 동결구조 중심으로 말하기 5유형, 쓰기 5유형의 총 10유형으로 구성한 평가를 진행했고, 평가 결과를 통계프로그램 SPSS 23.0을 이용하여 분석했다.
본 연구의 실험을 통해 얻은 결과는 다음과 같다.
첫째, 말하기 평가 결과 Chunk 중심으로 지도한 실험학급의 평균 점수가 월등히 높았다. 이 차이는 통계프로그램 분석 결과 매우 유의미한 것으로 검증되었다. 특히 말하기 평가에서 실험학급 학습자들은 정확성뿐만 아니라, 유창성 또한 높음을 볼 수 있었다.
둘째, 쓰기 평가 결과 Chunk 중심으로 지도한 실험학급의 평균 점수가 월등히 높았으며, 통계프로그램 분석 결과도 매우 유의미한 것으로 검증되었다. 특히 쓰기 평가에서 실험학급 학습자들은 통제학급에 비해 정확성 방면에서 뛰어남을 볼 수 있었다.
셋째, 평가에서 나타난 두 집단 학습자들의 오류 중, 결과보어의 누락 오류, 동결구조 어순 오류, 부적절한 결과보어 사용 오류, 결과보어와 가능보어의 혼동 오류, 了와 결과보어의 혼동 오류는 특히 실험학급에서의 오류가 현저히 적었다. 이는 말하기·쓰기 평가에서 뿐만 아니라 평소 수업시간에도 교사의 입장에서 자주 관찰된 부분이다.
이와 같은 결과는 Chunk 중심 교수법이 학생들의 중국어 학습 및 의사소통 능력에 직접적인 영향을 미칠 수 있다는 점에서 중요한 의미를 갖는다. 따라서 개별 단어 중심의 단순 암기식 어휘 학습보다는 다른 단어와의 관계를 강조한 어휘접근법을 적절히 활용하여 학습할 수 있도록 지도하는 것이 학습자의 정확성과 유창성을 동시에 향상시킬 수 있으므로 중국어 학습에 더욱 효과적일 것이다. Chunk 중심 학습법에 대한 무조건적이고 긍정적인 수용보다는 실제 교육현장에서 더욱 효과적으로 활용할 수 있도록 연구 및 검증이 활발히 이어져 보편화되기를 바라며, 아울러 Chunk 중심 중국어 학습의 보편화를 앞당기는 일에 본 연구가 기여할 수 있을 것이라 희망한다.

다국어 초록 (Multilingual Abstract)

本文为了探讨有效的汉语动结式教学方法，利用Lewis（1993）的语块教学法（Lexical
Approach）中提及的结合关系Chunk（语块）为主的教学法，在汉语动结式方面对学习者的
会话及书写能力可以提高多少为目的进行以下实验。以位于釜山的K汉语补习班学生为研究
对象，分为实验教学组和对照教学组两个组，进行了为期26周共360课时的汉语教学实验。
针对汉语动结式，对照教学组采用的是常规语法翻译法，而实验教学组则采用Chunk为主的
语块教学方法。26周后针对动结式对会话及书写能力两个方面进行了五种不同类型的测
试，并将测试结果用SPSS 23.0进行统计学分析。
通过本研究得出以下结论：
第一，会话能力测试结果：采用Chunk为主的教学方法的实验学习组的平均分数远超对
照教学组，不仅在用语准确性上而且在交流的流畅性上都明显优于对照教学组。该结果具
有统计学意义（p<.001）。
第二，书写能力测试结果：采用Chunk为主的教学方法的实验学习组的平均分数远超对
照学习组，在书写准确性方面实验教学组要远优于对照教学组。该结果具有统计学意义
（p<.001）。
第三，在两个组的能力测试结果中，学习者出现的错误很多，其中遗漏结果补语、动
结式语序混乱、结果补语使用不准确、混淆结果补语和可能补语、混淆“了”和结果补语等，
实验教学组明显低于对照教学组。
该结论表明，语块教学法对于学习者在汉语动结式的学习中起很重要的作用，这对于
改进汉语动结式教学的方法具有重要的意义。比起语法翻译法以单个单词为中心利用单纯
记忆方法记单词，采用强调与其他单词的关系的语块教学法，更能有效的提高学习者的用
语准确性和交流流畅性，该方法在汉语教学中是行之有效的。希望通过进一步的研究和检
验使语块教学法在实际教学中得以推广。

목차 (Table of Contents)

• Ⅰ. 서론 ······································································································································· 1
• 1. 연구의 필요성 및 목적 ··············································································································· 1
• 2. 선행연구 분석 ··························································································································· 3
• Ⅱ. 이론적 배경 ····························································································································· 5
• 1. 어휘접근법(Lexical Approach) ································································································· 5
• 2. Chunk의 정의와 유형 및 중요성 ································································································ 8
• Ⅲ. 실험 방법 ······························································································································· 12
• 1. 실험 대상 및 기간 ····················································································································· 12
• 2. 실험 설계 ································································································································· 13
• 3. 평가 문항 설계 ·························································································································· 14
• 가. 말하기 평가 문항 설계 ············································································································· 14
• 나. 쓰기 평가 문항 설계 ················································································································ 19
• 4. 배점 기준 ·································································································································· 24
• 가. 말하기 평가 배점 기준 ·············································································································· 24
• 나. 쓰기 평가 배점 기준 ················································································································· 28
• Ⅳ. 실험 내용 ·································································································································· 31
• 1. 실험 Chunk 선정 및 목록 ············································································································ 31
• 2. 교수학습 과정의 실제 ·················································································································· 39
• 가. 통제학급 교수학습 과정 ············································································································· 41
• 나. 실험학급 교수학습 과정 ············································································································· 41
• Ⅴ. 실험 결과 분석 ··························································································································· 51
• 1. 평가 문항 신뢰도분석 ·················································································································· 51
• 2. 말하기 평가 결과 분석 ················································································································· 52
• 가. 말하기 평가의 문항별 정답률과 오류 비교·분석 ············································································ 52
• 나. 말하기 평가 결과의 통계분석 ······································································································ 63
• 3. 쓰기 평가 결과 분석 ····················································································································· 66
• 가. 쓰기 평가의 문항별 정답률과 오류 비교·분석 ··············································································· 66
• 나. 쓰기 평가 결과의 통계분석 ········································································································· 75
• Ⅵ. 결론 및 제언 ······························································································································ 79
• [ 참고문헌 ] ···································································································································· 81
• [ 부록 ] ·········································································································································· 84
• [ 中文摘要 ] ···································································································································· 92