일제강점기 한어 회화서의 중국어 발음 설명에 관한 연구(1)

유재원 한국중국언어학회 2015 중국언어연구 Vol.0 No.56

最近幾年國內陸續發現日帝强占時期所發行的漢語敎材。這些敎材里含有不少有關漢語聲母、運母、聲調的敎學內容及敎學方法的記載。這些記載根當時漢語發音敎學狀況及硏究程度有着極萎密切的關系。本文針對有關漢語聲母的記載,首先從聲母的名稱、發音部位、發音方法、敎學順序等四個方面探討當時漢語聲母的敎學內容、敎學方法等問題。其次根國內大學的漢語敎材里所反映的發音敎學狀況相比較之下,祚出兩者之間的異同点。從而提出了筆者對漢語聲母敎學方面的幾点想法。

표준중국어계 지역변이형과 중국어 교육의 표준 문제 -중국어 교육의 사회언어학적 접근

김석영 한국중국언어학회 2013 중국언어연구 Vol.0 No.46

本文在考察漢語標準語地域變體的基礎上,探討了韓國漢語敎學需接受多元標準的必要性及其在理論和敎學實踐上的合理性。 中國(中華人民共和國)政府一直堅定地施行推廣普通話政策。隨著推普政策的實施和成功,目前中國向雙方言(bidialectalisn)社會轉移的速度正逐漸加快,除了本地方言以外,各地都有普通話的地域變體,卽地方普通話,除此之外,臺彎、香港、新加坡等華人地區都使用各自的地域變體(華語),如臺灣“國語”、“港式中文”、新加坡“華語”等。韓中建交以後,韓國的漢語敎學自然而然地受中國的影響,按中國的標準實行敎學,不過,韓國漢語學習者的出發點與中國推普政策的立場不盡相同,他們的學習目的的在於用漢語與世界各地的漢語使用者交流,這使上述地域變體無法排除在韓國學習者的學習範圍之外。 社會語言學和交際敎學法上所謂的“交際能力”,是指包括對不同地域變體、不同語域等社會語言學因素的敏感度,這就意味著交際法敎學不可忽視這些內容。흔明顯,目前的這種按單一標準進行的漢語敎學,可能不利於學生適應這些地域變體。其他外語,在諸如英語、西班牙語、德語等外語的敎學中,均對該語言的地域變體持開放態度,幷將其包括在敎學範圍之內。因此,將地域變體加入到韓國漢語敎學的敎學內容當中乃當務之急。

韓中FTA時代韓國商務漢語敎學初探

김선아 ( Kim Seon-ah ) 순천향대학교 인문과학연구소 2016 순천향 인문과학논총 Vol.35 No.4

本文先介紹了韓國國內的有關商務漢語敎學的各個領域的現狀和一些問題。然后基于已有的硏究,提出商務漢語敎學時所必鬚的敎學內容和敎學實踐方案。商務漢語與其他漢語語言課不同,具有明顯的目的性和實用性。因此,在商務漢語敎學實踐上需要切實可行、因地制宜、與時俱進的方案。 After Korea and China officially launched bilateral FTA negotiations, In korea, there are many increasing demand of learners for business Chinese. At present, the business Chinese teaching has become a hot field of learning Chinese as a foreign language, many Korean university institutions have set up the relevant courses, participate in the course of the number of learners and levels are increasing, but for teaching research and practice are far from meet the needs of the learners. This paper divided into three parts. The first part is the introduction, mainly introuduces several researches that have the relevant with Korean business Chinese teaching. The second parts according to the learner`s business Chinses learning needs and the current put forward the corresponding suggestions and countermeasures business Chinese classroom teaching. The third part is conclusion, the summarization of this paper. Hope that through this study, fill the blank in the research of Korean business Chinese teaching research in empirical, puts forward more in line with the actual teaching and examination methods, to respect the principal position of learner`s learning, improve its effect, achieve the goal of promotion and the promotion of business Chinese teaching for Korean leaners.

漢字․漢語 敎學方案 연구Ⅲ

여병창 한국중문학회 2022 中國文學硏究 Vol.- No.86

This paper is the third study on the teaching method of ‘Chinese characters and language’ by the author. The study targets three Chinese characters, 不, 人, 有 which are the most frequently used among Korean and Chinese commercial Chinese characters. The process and content of the study are approximately the following two steps. First, seeking a ‘Chinese characters’ teaching method through analysis of the Character, sound, and Meaning of common Chinese characters. Second, seeking a teaching method of ‘vocabulary’ through comparison of the Character, sound, and Meaning of Korean and Chinese commercial vocabulary, including three Chinese characters. Furthermore, based on this, we intend to build basic materials and data for the development of Chinese and online contents by starting with Chinese characters included in each HSK class in a consistent framework and method. The research results of this paper can be largely summarized in the following two areas of teaching. First of all, there are three achievements in the Chinese character teaching method through the analysis of the Character, sound, and Meaning of each Chinese character 不, 人, 有. First, through the shape analysis of each Chinese character, a Chinese character teaching method using an understanding of the pictorial characteristics of Chinese characters and the principle of character production was proposed. Second, through comparative analysis of Korean-Chinese bills in each Chinese character, the relationship between Korean pronunciation and modern Chinese standard pronunciation of Chinese characters and a bill teaching plan for modern Chinese characters using related bill change rules were presented. Third, a Chinese character semantic teaching method was proposed to lay the foundation for learning Chinese vocabulary through semantic analysis such as the intent and derivative meaning of each Chinese character. Next, as a Chinese vocabulary teaching method based on the analysis of the Character, sound, and Meaning of commercial vocabulary, Chinese vocabulary including three Chinese characters(不, 人, 有) was compared and analyzed with Korean Chinese words presented in the “New HSK Vocabulary Overview”. And this result was made into a “comparative analysis table”. In addition, based on this, the necessity and possibility of a Chinese vocabulary teaching method were sought and presented. These results will be revised and supplemented through continuous series research, and finally, the accumulated achievements will be collected to publish Chinese textbooks using “Chinese characters and Chinese” teaching methods. 본고는 필자의 “漢字⋅漢語” 教學方案에 관한 세 번째 연구로, ‘韓中常用漢字’ 중 사용 빈도가 가장 높은 不, 人, 有 3개의 한자를 대상으로 한다. 연구의 과정 및 내용은 대략 다음 두 단계이다. 첫째, 상용한자의 形⋅音⋅義 분석을 통한 ‘漢字’ 敎學方案 모색; 둘째, 3개 한자를 포함하는 한⋅중 상용어휘의 形⋅音⋅義 비교를 통한 ‘語彙’ 敎學方案 모색, 나아가 이를 바탕으로 이후 일관된 틀과 방식으로 양국 모두에서 빈도순이 높으며 동시에 HSK 각 급수 한자에 포함되는 한자로부터 시작하여 기타 ‘韓中常用漢字’에 대한 연구를 진행함으로써 ‘漢字⋅漢語 敎學’ 교재와 온라인 콘텐츠 개발을 위한 기초자료 및 데이터를 구축하고자 한다. 본고의 연구 성과는 크게 다음 두 방면의 교수 방안으로 요약할 수 있다. 우선 不, 人, 有 각 한자의 형⋅음⋅의 분석을 통한 ‘漢字’ 敎學方案 방면의 성과는 다음 세 가지이다. 첫째, 각 한자의 자형 분석을 통해 한자의 회화적 특성과 制字 원리에 대한 이해를 활용한 한자 교학방안을 제시하였다. 둘째, 각 한자의 한⋅중 어음 비교분석을 통해 한자의 한국어 발음과 현대 중국어 표준어 발음 사이의 관계 및 관련 어음 변화 규칙을 이용한 현대 중국어 한자의 어음 교학방안을 제시하였다. 셋째, 각 한자의 본의 및 파생의미 등 의미 분석을 통해 중국어 어휘 학습의 기초를 다질 수 있는 한자 의미 교학방안을 제시하였다. 다음으로, 상용 어휘 형⋅음⋅의 분석에 기초한 중국어 어휘 교학방안으로 不, 人, 有 각 글자를 포함하면서 동시에 “新HSK詞彙大綱”에서 제시한 중국어 어휘를 표준으로 해당 한국 한자어를 비교 분석하고, 이 결과를 “비교분석표”로 작성하였다. 또 이를 기초로 한 걸음 더 나아가 중국어 어휘 교학방안의 필요성과 가능성을 모색하고 제시하였다. 이 같은 결과는 이후 지속적인 연작 연구를 통해 수정, 보완을 진행할 것이며, 최종적으로는 축적된 성과들을 모아 “漢字⋅漢語” 教學方案을 활용한 중국어 교재를 출간하고자 한다.

漢語與漢字的獨特關系及在漢語敎學中的應用

형군,양만기 한국중국언어학회 2017 중국언어연구 Vol.0 No.69

語言和文字的關系問題是語言學的基本理論問題。現代語言學的語言和文字觀,主要來自于現代語言學之父索緖爾的“文字表現語言”。但索緖爾的硏究是建立在對表音體系的語言文字硏究的基礎上。漢字是典型的表意體系文字,用“文字表語觀”來硏究漢語和漢字、指導漢語和漢字敎學顯然不勾確切。因此,全面認識、深入硏究漢語和漢字的關系,對漢語硏究和應用意義重大。本文縱觀漢語硏究史,根据各家學者的硏究將漢語和漢字的關系總結爲“一體觀”、“表語觀”、“漢字至上觀”、“平等觀”、“表達觀”、“互動觀”等六種觀点。指出在漢語硏究和漢語敎學中應充分考慮漢語和漢字的獨特關系。幷以美國A&M大學網絡漢語敎學爲案例,闡釋了運用漢語漢字的互動觀設計了“語”、“文”分開的初級漢語敎學模式的優勢和可行性。 The subject of the relationship between language and character is the basic theoretical problem about linguistic. The view on language and character in modern linguistics mainly comes from “character is the manifestation of language” which proposed by Saussure, the father of modern linguistics. But the study from Saussure is based on the research of language and character which is from alphabetic words system. Because Chinese character is the typical ideographic words, using “character is the manifestation of language” to research on Chinese language and Chinese character is obviously inexact. Therefore, it has the great significance on the Chinese language research, to find out the relationship between Chinese language and Chinese character by overall understanding and further research. This article takes a panoramic view of the history of research on Chinese language, according to various kinds of study, and we sum up the relationship between Chinese language and Chinese character that “unity” “manifestation of language” “character first” “equality” “expression” “interaction” etc. It should be considered adequately the unique relationship between Chinese and Chinese characters in the Chinese research and Chinese teaching, The view of interaction demonstrate the advantage and feasibility of the idea of teaching spoken Chinese and characters separately. Taking the Chinese teaching via videoconferencing in A & M University as an example, the paper explains the advantages and feasibility of using the interactive view of Chinese language and Chinese characters to design the primary Chinese teaching mode of teaching spoken Chinese and characters separately.

“방과후학교”중국어 수업에 대한 교육 수요자의 인식 분석

이은화 한국중국언어학회 2013 중국언어연구 Vol.0 No.48

隨著中國在世界上的經濟地位不斷提升,中韓兩國交往日益密切,交流也日益頻繁,在韓國學漢語的人數持續增加,學習者的年齡也越來越小,甚至從幼兒園開始學習漢語,漢語敎學已經慢慢在中學生和小學生生活中普及, 尤其是在韓國的課後敎學中,但是現在對兒童漢語敎學方面的硏究還不구充分,也沒有完善的敎學體系。因此,本文對在韓國“課后敎學(After school program)”的發展背景、目標、現狀以及在韓國課後敎學里的漢語的地位和發展可能性進行考察。以韓國某大學、市政府和中國大學的支援體系下課後學校漢語班爲例,調査幷分析中小學生對漢語課後敎學的認識後參加課後學校漢語班的動機、滿足度等,爲課後敎學提供參考,探討了當前存在的問題以及課後漢語敎學的發展的方向和策略。

문화교육을 위한 교사의 전문성 신장을 위한 탐색 - 중국 대학의 한국어 교사를 중심으로-

배윤경 천진사범대학교 한국문화연구중심 2016 중한언어문화연구 Vol.11 No.-

當前, 在韓國語敎學中, 文化敎學受到越來越多的關注。但中國大學的韓國語敎學側重于語言敎學, 却忽略了韓國文化敎學。爲了今后能更好地進行文化敎學, 敎師的專業水平?需提高。本文以敎師學科敎學知識(PCK)理論爲基礎, 進一步探討了韓語敎師在文化敎學中所需的學科敎學知識, 其中包括文化學科知識、文化敎學知識、文化情景知識。敎師學科敎學知識(PCK)理論一般被應用于敎師的敎學評价中。但本文提議將其應用于敎師進行自我評价的自我檢査表中, 爲此, 按照敎學進度, 制定了文化敎學的自我檢査表。

對比를 통한 現代漢語의 偏誤 分析 : 韓國人의 現代漢語에 나타나는 詞彙와 語法을 중심으로

蔡瑛純 한국중국언어학회 2001 중국언어연구 Vol.13 No.-

假如我們在對韓漢語敎學中能充分重視學習對象學習語言的正面和負面的影響, 能有針對性地加以引導, 幷采用適當的敎學方法和訓練手段, 就能有效地促進敎學質量的提高. 본론문대한어근한국인소사용적한어재사어어법량방면진행전면적대비, 弄淸産生遷移的症結所在, 幷提出一些敎學方案. 根据分析, 了解到學習者在漢語習得過程中産生的詞語語法的偏誤來自兩個方面, 一是受母語的干擾和新學習的但沒完全掌握牢固的語言現象的干擾; 二是由于敎學中存在疏漏而造成的失誤.

중국어 학습자를 위한 교육용 기본한자 고찰

김은희 한국중국언어학회 2011 중국언어연구 Vol.0 No.35

本文通過考察對外漢語敎學用基本漢字的相關硏究, 以期選定作爲第二語言的漢語敎學用基本漢字。其選定方法以漢字結構的認知度和字源學習法爲基礎, 主要提取基礎漢語詞彙中所使用的獨體字, 從而使學習者能구系統地學習漢字和漢語詞彙。本文選定了≪基本漢字100字≫。其選定方法如下:首先以≪新漢語水平考試大綱≫一、二、三級詞語爲基礎詞彙, 從中抽出參與構詞的130個獨體字。同時參考學界選擇基本漢字的共同原則, 以獨體字的構詞能力、使用頻度、構字能力作爲基本選定條件。령外, 還從字源角度考察該獨體字有無甲骨文字形, 以便運用字源學習法。≪基本漢字100字≫的確定有利於作爲第二語言的漢語敎學, 旣減輕漢語初學者的漢字學習負擔, 同時結合詞彙敎學, 達到實用的目的。

關於韓國的漢語敎學現狀與發展

金鉉哲(Kim Hyun-cheol) 중국어문학연구회 2008 중국어문학논집 Vol.0 No.53