중국 속담과의 비교를 통한 한국 속담 교육 방안 연구 = A Study of Korean Proverb Educational Programs by Comparing with the Chinese Proverb

다국어 초록 (Multilingual Abstract)

In this dissertation, the main research objects in teaching method of
proverd for the development of Korean language learners from China.
Through the test book comparative analysis and the rank of the difficulty
level of the Korean proverb, we bring up a study of an effective Korean
proverb educational program for Korean language learners from China.
First, this article regards Korean proverb educational programs for Korean
learners from China as the goal. The study is divided into three aspects,
basic proverb structures、types、significance, flexibility in the use of
proverb for the Korean cultural education and the study of Korean proverb
educational programs for foreigners. At the same time, it also investigates
the educational value of Korean proverb in Korean education.
Second, it shows the summary in concepts and characteristics of comparing Chinese proverb and Korean proverb in dictionary and research
works. And then, it gives a concrete analysis in the part of the types of the
theme and the meaning construction, it compares the similarities and
differences in the type of the theme in Chinese proverb and Korean proverb,
in the meaning significance and cultural background.
Third, The passage analyzed emphatically teaching materials, TOPIK and
Korean folktale from proverb teaching materials which Korean use were
used frequently by Chinese learners, picked up proverb presented most
frequently from daily teaching and tests, and made study of the advantages
and disadvantages of the proverbs education from these teaching materials.
Finally, compared with these folktales with Chinese folktales, divide them
into three categories: synonymous, synonymy and homograph. Separate the
three categories of proverbs by difficulty levels of Prator . C. H to fit
primary, intermediate and advanced learners. And constitute teaching plans
against educating goals of words and expressions, grammar and culture etc.

목차 (Table of Contents)

• 1. 서론 ··································································1
• 1.1 연구목적과 방법 ···················································1
• 1.2 선행연구 ··························································3
• 1.3 속담의 교육적 가치 ················································7
• 2. 한·중 속담의 비교 ·····················································9
• 2.1 속담의 개념과 유형 ················································9
• 2.1.1 속담의 개념 ··················································9
• 2.1.1.1 한국 속담의 개념 ········································9
• 2.1.1.2 중국 속담의 개념 ·······································11
• 2.1.2 속담의 유형 ·················································13
• 2.1.2.1 속담의 주제 유형 ·······································13
• 2.1.2.2 속담의 의미 구조 ·······································17
• 2.2 한·중 속담에서의 공통점 ··········································21
• 2.3 한·중 속담에서의 차이점 ··········································24
• 3. 한국어 교재에 나타난 속담분석 ·······································26
• 3.1 중국어 학습자를 위한 교육의 필요성 ·······························26
• 3.2 교재분석 ·························································27
• 3.2.1 일반 한국어 교재에 나타나는 속담 분석 ·······················27
• 3.2.1.1 경희대 『한국어』······································28
• 3.2.1.2 건양대 『사랑해요 한국어』·····························30
• 3.2.1.3 이화여대 『말이 트이는 한국어 1-5』···················31
• 3.2.2 TOPIK(한국어능력시험)에 나타나는 속담 분석 ················33
• 3.2.2.1 TOPIK의 성격 ··········································33
• 3.2.2.2 TOPIK에 통합된 속담 ···································36
• 3.2.3 한국어 속담 전문 교재에 나타나는 속담 분석 ··················43
• 3.2.3.1『속담으로 배우는 한국어』······························43
• 3.2.3.2『시험에 자주 나오는 속담 백점』························47
• 4. 단계 별 속담 교육방안 ················································52
• 4.1 선정기준 ·························································52
• 4.1.1 교재에서 나타난 빈도에 의한 속담 선정 ·······················53
• 4.1.2 학습 난이도를 고려한 속담 배열 ······························56
• 4.1.2.1 의미와 표현이 거의 비슷한 속담 ·························59
• 4.1.2.2 의미가 비슷하지만 표현이 다른 속담 ·····················60
• 4.1.2.3 의미가 다르지만 표현은 같은 속담 ·······················61
• 4.1.3 교육용 속담의 난이도 배열하기 ·······························62
• 4.2 단계별 속담 교육 방안 ············································63
• 4.2.1 초급 단계 ···················································64
• 4.2.2 중급 단계 ···················································69
• 4.2.3 고급 단계 ···················································74
• 5. 결론 ·································································80
• 참고문헌 ································································83
• Abstract ································································88
• 中文摘要································································90
• 부록 ····································································91