현행 고등학교 중국어 교과서에 반영된 의사소통 기능에 대한 분석 = (An) analys is on the communicative function reflected in the Chinese textbooks of high school

다국어 초록 (Multilingual Abstract)

The education of Chinese language has been started at high schools in Korea since 1955, which is the first education curriculum. There are five times of enactment or revision between 1955 and 1988: the second in 1963, the third in 1974, the fourth in 1981, and the fifth in 1988. The seventh education curriculum is supposed to be executed from the year of 2000. The Chinese language education from the first to the fifth education curriculum has been focused on more grammar and reading comprehension than the communicative competence of learners. The sixth education curriculum facing the international era has the purpose of the improvement of communicative competence in the education of Chinese language. To improve the communicative competence of students, indispensable function items are decided and 10 kinds of communicative function categories, 42 subdivided items and following examples are suggested in the sixth curriculum.
This study examines the frequencies, the proportion of reflection and the distribution analysis of 10 kinds of communicative function categories and 42 subdivided communicative function items that are suggested in the sixth educational curriculum of present high schools. And this study also examines how they are presented and reflected in the textbooks of high schools. The results of the communicative function analysis of textbooks are as the below.
First, Jinmyong Ltd. is 82 times, Bumin munhwasa 67 times in the Chinese language I and Jinmyong Ltd. is 71 times, Bumin munhwasa 39 times in the Chinese language II according to the frequencies analysis of communicative function. It shows that the Chinese language II is lower in the frequencies of communicative function than the Chinese language I and some of 42 subdivided items are not reflected in the textbooks. All the communicative function items of education curriculum should be reflected repeatedly and relevantly in the Chinese language I and II.
Second, 10 kinds of categories of communicative function are not evenly reflected on the textbooks according to the analysis of reflection proportion of communicative function. The function categories of relationship and truth conviction have high proportion in the Chinese language I and those of personal thought and personal feeling have high proportion in the Chinese language II. The communicative function items suggested in the education curriculum should be evenly reflected on the textbooks for learners to improve the communicative function items in daily life of any situation.
Third, According to the distribution analysis of communicative function, the communicative function items of personal thought, personal feeling, relationship and truth conviction are repeatedly described in the beginning part, middle part and last part of learning in the Chinese language I. The Chinese language II, in repetition, has the communicative function items of personal thought, personal feeling, indication and order. A diverse of communication function items should be displayed with proper interval and repetition at the whole procedure of learning for the effective communicative competence.
The primary purpose of foreign language education is to improve the communicative competence and to put in place the communicative function at the center of education. There are many ways for the improvement of learners communicative competence and for the positive effect of communicative education. The important thing is that learners interest should be inspired, the expressions related to daily life should be used frequently and the communicative functions of a broad distribution should be selected in the edition of textbooks. Therefore the frequencies, the proportion of reflection, distribution of communicative function should be considered carefully at the time of editing textbooks to improve the communicative competence effectively.

목차 (Table of Contents)

• 제1장 서론 = 1
• 1.1 연구의 목적 = 1
• 1.2 연구의 방법 및 내용 = 3
• 제2장 이론적 배경 = 5
• 2.1 의사소통능력의 정의 = 7
• 2.2 의사소통기능의 분류 = 10
• 2.3 제6차 교육과정 의사소통 기능 범주와 예시문 = 20
• 제3장 중국어 교과서의 의사소통 기능 분석 = 27
• 3.1 교과서의 구성과 내용 = 28
• 3.2 교과서의 의사소통 기능 = 30
• 3.3 의사소통 기능의 빈도 분석 = 43
• 3.4 의사소통 기능 순위 분석 = 49
• 3.5 의사소통 기능 분포 분석 = 54
• 제4장 제언 = 60
• 제5장 결론 = 63
• 참고문헌 = 66
• ABSTRACT = 70