주술 술어문과 중국어 교육 = S-P Predicate Sentence and Education of Mandarin Chinese

다국어 초록 (Multilingual Abstract)

In this thesis, the preceding study results regarding the S-P predicate sentence^(1)), the reason why the results can hardly be adapted to a practical education of Chinese, and individual features of the S-P predicate sentence were reviewed. The following results were discovered. (a) The S-P predicate sentence is a basic sentence type whose frequency of usage is commonly high in ancient Chinese and modern Chinese. (b) In the syntactic analysis of the S-P predicate sentence, the explanation can be made only using a subject instead of using both a subject and a topic whose concepts are different from each other. By doing so, the burden of education for the students can be decreased. (c) Using a subject of the S-P predicate sentence, subjective intention of a speaker such as `emphasis` and `prominence` can be realized in a sentence in many cases. (d) Pause sentence-final particles such as ‘??, ??, ??, ??, ??’ can be appeared frequently between a subject and a predicate of an S-P predicate sentence. This may mean that the meaning of a subject and a predicate can be alienated a lot at times. (e) In the pedagogy of Chinese conversation, the S-P predicate sentence should be treated as a basic sentence type, because the S-P predicate sentence uses well the feature of Chinese devoid of the grammatical form, and it is a sentence type that can elevate the force of expression. (f) The feature of structural parallelism that exists after the head part of a sentence shows a powerful rhetorical contrast functions.