课内外语言输入與输出平衡发展的设计与实证研究- 以高级阶段的对韩汉语教学为中心

한재균,전긍 한국중국언어문화연구회 2013 한중언어문화연구 Vol.- No.32

The process of learning languages involves acquiring and comprehending linguistic knowledge. Much debate has been conducted on the topic of language input and output in Chinese language teaching at the college level in China, but not in Korea, where the method of providing Chinese language education has been somewhat unbalanced. To elaborate, Chinese language education in Korea has focused on acquiring the language itself rather than on teaching students how to put it into practice. This study, which is based on teaching theories pertaining to foreign languages and constructivism, divided Chinese language classes into in- and out-class training activities. This study also discussed theoretical and practical studies to advocate the establishment of a student-centered teaching mode in which in- and out-class training activities are created and conducted. A way to reform the mediums and methods of teaching and to carry on the second class room activities is to set up an environment for Chinese language learning in which students are provided opportunities to practice their language and to participate in communication activities; this way, they can acquire the ability to actually use the language. To prove that it is feasible to apply a combination of language input and output in language teaching for students in Korea, the author conducted an experiment, lasting one semester, with 23 students of two classes for advanced learners in a certain college’s Chinese language department. The Chinese teacher was the author herself. The result of the general examinations with a common test paper for all the students from advanced learners in our school is feasible with actual and scientific data. The outcome of the experiment shows that it is feasible to use a combination of language input and output in Chinese language teaching for students in Korea. According to the results of the survey, both learners and teachers should pay careful attention to certain details of both input factors and output factors. On the one hand, from the viewpoint of input, teachers should ensure learners’ favorable quality, quantity, reliability, and significance of the input language. On the other hand, from the viewpoint of output, teachers should provide a relaxed and ordered setting for learners to practice their output. Both input and output are implemented in different modes in Chinese language teaching at the college level. Different teaching modes can be applied to different teaching contents. Therefore, it is necessary to research input and output in different teaching modes. Combining all the positive elements of different teaching modes leads to ideal and effective teaching. Additionally, a better understanding of input and output theories can facilitate Chinese language teaching and learning. This study, on the basis of the fact that Korean students are more competent in reading than in writing and speaking, analyzes how language input and output are used in Chinese language teaching at the college level in Korea. It also points out that language input and output must be balanced. Additionally, using language input and output theories, this study stresses the importance of practice in language output. Finally, it also suggests some ways to make students achieve a balance with regard to linguistic competence. The aforementioned analysis shows that language input and output theories can help improve the state of Chinese language education in Korea.

광고를 활용한 중국언어문화교육 연구

엽은현,이종오 글로벌 문화콘텐츠학회 2016 글로벌문화콘텐츠 Vol.0 No.23

Interest in learning Chinese language in Korea started earlier than in other nations and has spread rapidly. Three Kingdoms Period shows evidence of early Chinese language education in Korea with the era’s widespread use of Chinese characters or Hanja. Since 1992, with increased Korea-China diplomatic relations and following the increasing trend to learn Chinese language, there has been more and more research on the teaching and learning of Chinese. Recently, the international status of China has risen and there has been an increase in the frequency of exchanges and activities between Korea and China. This has sparked more and more Koreans to start learning Chinese language and culture. To keep up with the demand for Chinese language and Chinese culture learning, there has been much focus in recent years on effective Chinese language and culture education, learner motivation, and teaching methodologies. Scholars responsible for Chinese language and culture learning like high school teachers and university professors have constantly researched and investigated the essence of Chinese language to establish a wide range of teaching methods. Among these methods, this study investigated the use of Chinese adverts as an inventive approach to the teaching and learning of Chinese language and culture. For this purpose, this study made use of 14 various Chinese adverts from 2001 to 2011. Researchers conducted a survey and analyzed the results to determine if advert usage affected learning and if there were any limitations to advert usage. The study concluded that all scholars responsible for the teaching of Chinese language and learning, including school academic teachers and researchers, need deeper understanding of advert language and culture before using adverts as a method of teaching Chinese language and culture. 한국에서 중국어에 대한 교육은 다른 나라에 비해 비교적 일찍 시작하고 급속히 발전해왔다. 삼국시대 한자의 유입은 한국에서의 초기 중국어교육으로 볼 수 있으나 1992년 한중 수교 이후 한국 내 중국어 학습에 대한 관심이 급격히 높아짐에 따라 중국어에 대한 교학활동 및 연구 활동이 급격한 성장을 이룬 것도 사실이다. 최근 중국의 국제적 위상이 높아지고 한중 양국 간에 갈수록 빈번해진 교류와 활동에 따라 한국에서는 중국어와 중국문화를 배우려는 사람이 더욱 늘어나고 있다. 이러한 중국어 및 중국문화의 학습자의 증가에 발맞추어 언어 및 문화교육의 영역에서는 학습의 효율성, 동기 유발, 방법의 다양성 등에 대한 요구와 필요성이 많아지고 높아졌다. 중국언어와 문화교육의 실행자인 고등학교 교사와 대학의 교수, 중국어 본체(本體)나 교육 방법을 연구하는 학자들은 끊임없이 다양한 중국어 교육방법론을 개발 및 연구하고 있다. 본 연구는 그러한 방법(론)들 가운데 광고를 활용한 중국언어 및 문화 교육 방법을 고찰하려는 새로운 시도다. 이를 위해 본 논문은 2001~2011까지 연구된 14편의 광고활용 중국언어문화교육의 현황조사와 분석을 통해 광고활용의 문제점들을 지적함으로써 그러한 교육방법의 한계를 살펴보았으며, 교육과 연구를 담당하는 학자들의 광고에서의 언어와 문화현상에 관한 깊은 이해의 필요성을 제시했다.

중국 청도 조선족 사회의 언어 정체성

한성우 한국방언학회 2011 방언학 Vol.0 No.14

This paper aims to make a close investigation into the language identity of Korean-Chinese society in Qingdao, China. Since 1990th, Korean-Chinese who was from all across China gathered in Qindao, and they built a new Korean-Chinese society in Qindao. Because they are living in China and making close relationship to Korea, their language is influenced by both Korean and Chinese, and their language shows a complicated language identity. Although Korean language of Korean-Chinese(朝鮮語) is the main language of Korean-Chinese society in Qindao, it's position is very unstable. Because they live in Chinese society and they learn and use Chinese, Chinese interfere in their language and influence on their language too. And the close cultural and economical connection with Korea has a big influence on their language. Therefore their language identity is changing from the Korean language of Korean-Chinese to Korean or Chinese. Both Korean and Chinese has equal probability of replacing the language identity of Korean-Chinese in Qingda. While the cultural and economic connection with Korea is unstable, the influence of Chinese language and Culture is continuous. Therefore Chinese will have decisive effect on the language identity of Korean-Chinese in Qingdao. 본고는 중국 청도 조선족의 언어 정체성을 밝히는 것을 목적으로 한다. 다양한 배경을 가진 조선족들이 청도에 새롭게 집결하여 형성된 조선족 공동체는 한국과 밀접한 관련을 가지며 중국 사회 속에 존재하고 있다. 따라서 이들의 언어는 다언어 사회 및 이종언어 사회의 특징을 드러내고 있다. 현재는 조선어가 이들 언어의 주류를 이루고 있지만 그 지위는 상당히 불안하다. 중국 사회 내에서의 교육과 활동 때문에 중국어에 노출될 가능성이 높고 이는 중국어의 간섭으로 이어진다. 또한 한국과의 경제적, 문화적 관련 때문에 한국어의 영향도 많이 나타난다. 따라서 이들 언어 정체성의 중심은 조선어에서 중국어 또는 한국어로 옮겨 가고 있다. 이들의 공동체는 중국 사회 내에 존재할 수밖에 없어 중국어의 영향은 지속적이지만 한국과의 경제적 문화적 관계는 유동적이기 때문에 궁극적으로는 중국어가 이들의 언어 정체성의 중심을 이룰 가능성이 매우 높다.

Overseas Chinese Students’ Perceptions of the Influence of English on their Language and Culture

Fan (Gabriel) Fang,Lanxi Hu,Jennifer Jenkins 아시아영어교육학회 2017 The Journal of Asia TEFL Vol.14 No.1

The English language today functions as a lingua franca with the largest number of learners and users of any language. As an international language, it has attracted much attention in terms of its impacts on other languages. As another key language with the largest number of native speakers, the Chinese language has also demonstrated a global status, with an increasing number of language learners and users. This paper investigates Chinese overseas students’ perceptions of the influence of English on the Chinese language and culture. By adopting a series of qualitative interviews, this paper researches the attitudes of overseas Chinese students studying in the UK towards the influence of English on the Chinese language. In order to explore how the uses of English influence the Chinese language in the Chinese context, the paper investigates students’ attitudes towards the Gaokao reform, the influence of English on Chinese language and culture, and the future use of English in China. It concludes that, although the Chinese language is developing quite rapidly with both L1 and L2 speakers, English represents an important channel for people’s personal development, and English as a lingua franca will continue to be used for a range of purposes in many Chinese people’s lives for some time to come.

중국 조선족학교 조선어교사의 언어 사용과 조선족학교의 발전 과제

선봉규 ( Bongkyu Sun ) 사단법인 아시아문화학술원 2019 인문사회 21 Vol.10 No.6

이 연구의 목적은 중국 조선족학교의 조선어교사의 언어 사용 실태를 살펴보고, 조선족학교의 발전 과제를 제시하는데 있다. 이 연구에서는 연변 및 심양지역의 조선족학교에 재직하고 있는 조선어교사를 대상으로 설문조사를 실시하여 분석했다. 주요 연구결과는 다음과 같다. 첫째, 조선어교사들은 조선어뿐만 아니라 중국어도 잘해야 한다고 생각한다. 둘째, 조선어교사들은 조선족학생들이 조선족의 전통을 유지하고 역사와 문화를 이해하기 위해 조선어를 배워야한다고 생각한다. 셋째, 조선어교사들은 회의 및 일상생활에서 조선어를 많이 사용한 반면, 자녀들과 학생들은 중국어를 많이 사용하고 있다. 마지막으로, 조선어교사들은 조선어가 미래에 발전하기보다는 점차 사라질 것으로 생각한다. The purpose of this study is to examine the actual use of language of Korean-Chinese language teachers in Korean-Chinese schools and to present the development tasks of Korean-Chinese schools. This study conducted a questionnaire survey on Korean-Chinese language teachers in Yanbian and Shenyang. A major study found that first, Korean-Chinese teachers think that Korean-Chinese language should be good as well as Chinese language. Second, Korean-Chinese teachers think that Korean-Chinese students should learn Korean- Chinese language in order to maintain Korean-Chinese traditions and understand Korean- Chinese history and culture. Third, Korean-Chinese teachers use Korean-Chinese language a lot in meetings and daily life, but their children and students use Chinese language a lot. Finally, Korean-Chinese teachers think that Korean-Chinese language will gradually disappear rather than develop in the future.

중국 소학교의 한시(漢詩) 교육과 한국의 중국어교육과의 연계성 모색

최석원 ( Choi Seokwon ) 중국어문연구회 2017 中國語文論叢 Vol.0 No.84

The study aims to overcome the limitations of practical foreign language education and to seek various ways of teaching foreign language. So this study explored the possibility of Chinese language education system using chinese classical poems. Of course, several studies have already raised questions about the use of literary text in teaching foreign language, but most of them have been discussed in terms of Chinese cultural education. In the study explored how poetry was utilized in the Chinese elementary schools, and sought links to Korean language education. In Chinese elementary schools, it was found that the Chinese classical poem was being used not only for literary and artistic purposes but also for the purpose of language proficiency. In this regard, it confirmed that the Chinese classical poem can be used to improve Chinese language pronunciation education, Chinese language proficiency and mutual Chinese cultural understanding. It will not only make sense to realize the diversity of Chinese language education, but it will also serve as an opportunity to realize the realization of the importance of education in the foreign language education curriculum.

Hangeul (Korean alphabet) Notation Method based on Hunminjeongeum, for the Pronunciations of [sh], [zh], and [ch] in Chinese Language

박수경,강문구 사단법인 미래융합기술연구학회 2021 아시아태평양융합연구교류논문지 Vol.7 No.1

From the perspective of Chinese learners, intonations and pronunciations are a difficult task in learning Chinese language. Thus, there has been an increase in the need for research studies on the effective methods of learning the intonations and pronunciations of Chinese language simultaneously, and many research studies have been carried out. Recently, research studies on the learning methods, which can enable people to more effectively learn Chinese language by presenting the ‘Chinese language pronunciation notation method using Hangeul (Korean alphabet)’, rather than the Roman alphabetic notation, in accordance with the demands of Chinese language learners, have been attempted. However the existing notation methods have the problem of aggravating the confusion of the Chinese language learners by being presented in extremely diversified, incoherent formats. In particular, Hangeul notations for Chinese pronunciations, [sh], [zh], and [ch], which are the retroflex consonants, have been presented in various ways, causing excessive confusion for Chinese language learners. Therefore, there is a need to establish a unified notation method for the [sh], [zh], and [ch] pronunciations in Chinese language. Meanwhile, the semi-dental consonant ( ) of Hangeul, presumed to have disappeared in the mid to latter part of the 16th century after the creation of Hunminjeongeum, has the pronunciation shape among the Hangeul letters closest to the pronunciation of the retroflex consonant of Chinese language. Therefore, it is deemed to be more useful to notate the [sh], [zh], and [ch] pronunciations in Chinese language by using semi-dental consonant of Hangeul. In addition, since principle standards for the Hangeul notation method for [sh], [zh], and [ch] pronunciations in Chinese language have not been defined, there is a need to standardize the Hangeul notation method by presenting the definitions thereof. It is deemed necessary to consider not only the mutually related functional perspectives, including the pronunciation and notation formats, but also the fundamental principle of the creation of Hunminjeongeum as the principle standard for such Hangeul notation method. In this survey, the researchers reviewed the existing research methods on the Hangeul notation method for the pronunciation of [sh], [zh], and [ch] in Chinese language. As a result, the researchers found that it is necessary to establish principle standards for phonetic notations and subsequently suggested three principle standards for Hangeul notations: (i) Ease of recognition by Chinese language learners, (ii) Usefulness within a digital environment, and (iii) Fidelity to the basic principles of Hunminjeongeum. Based on these principle standards, the researchers would like to suggest Hangeul notation method for pronunciations of [sh], [zh], and [ch] in Chinese language.

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.

일제시대(日帝時代) 조선총독부발행(朝鮮總督府發行) 한국아동용어학독본(韓國兒童用語學讀本)에 나타난 한자어(漢字語)와 한문(漢文)

심경호 ( Kyung Ho Sim ) 한국한문교육학회 2009 한문교육논집 Vol.33 No.-

Under the rule of Japanese Imperialism, on the one hand nationalistic intellectuals endeavored to teach children Korean language, but on the other hand Joseon Government-general mainly taught children `the national language` and secondarily taught Korean language and Chinese writing. The education of Korean language and Chinese writing executed by the Joseon Government-general was aimed at reinvigorating the education of `the national language`, not at advancing Korean language. Their most important purpose of teaching Korean language was to make children loyal to Japanese Imperialism. Then, these language educational policy of the Joseon Government-general was related to the organized moral education through publishing the `Sooshinseo(修身書)`. This study is on how the Joseon Government-general used sino-Korean and Chinese writing in the elementary school Language textbooks. The language textbooks for children published by the Joseon Government-general have some effect on Korean language and sino-Korean as follows. (1) The language textbooks for children published by the Joseon Government-general emphasized the relations between Chinese character, Chinese writing, sino-Korean and Korean language. And the Joseon Government-general taught children both Chinese writing and sino-Korean, to advanced their Korean language proficiency. On the basis of these points, we can watch the formation processes and the development direction of Korean language. (2) However, the language textbooks for children published by the Joseon Government-general mentioned very difficult sino-Korean vocabulary, as if it had been written for intellectual people. In additional, classical Chinese usage - `卽하야, 因하야, ~하는 樣이, 如何, 勿論, 可謂` - remained in the Korean textbook[朝鮮語讀本]. So, we lost the chance to purify Korean language. (3) The Joseon Government-general officially recognized the sino-Korean vocabulary that had been hastily made under the rule of Japanese Imperial, and widely taught children it. So, the organization of Korean language vocabulary was very complicated. (4) The Joseon Government-general selected some Chinese writings as the text, those were mostly about loyalty, filial piety, moral training and social assimilation. So Korean student couldn`t enhance their nationalism and their will to revolt gainst authority. Hereafter, it requires that we research how sino-Korean Vocabulary and Chinese Writing in the Language Textbooks for Children published by the Joseon Government-general affected the formation of sino-Korean and the education of classical Chinese in Korea. And it need to research on the relations between the Korean education of classical Chinese, the policy of the Japanese Ministry of Education and the policy of the Taiwan Government-general.

A Study on the Effective Chinese Character Education Measures via Analysis of the Korean Language Education Status of Foreigners

Ah-young Choi,Tae-ho Choi 중앙대학교 문화콘텐츠기술연구원 2016 다문화콘텐츠연구 Vol.0 No.21

본 연구는 비한자문화권 외국인들의 효율적인 한국어 습득을 위한 한자교육 방안을 모색하는 데에 목적이 있다. 이를 위하여 터키의 에르지예스대학 한국어문학과 학생들의 한국어 학습 실태를 분석하여, 한자 교육의 현황 및 한국어 교육에서 한자 교육의 역할 등을 탐색하였다. 우선, 학문 목적의 한국어 학습자들에게는 한자로 구성된 고난도 어휘를 포함한 전문서적을 읽는 것이 학부 과정에서 요구되기 때문에, 한자 학습은 매우 중요하다. 에르지예스 대학 한국어문학과 학생들의 실태 분석 결과에서 한국어휘 학습 중 가장 어려운 부분은 한자어, 고유어, 외래어, 관용어, 전문 용어 등으로 나타났다. 에르지예스 대학 한국어문학과에서는 학생들의 한국어 학습 능력을 향상시키기 위하여 3학년부터 필수 과목으로 한자 수업을 진행하고 있다. 한자라는 언어의 이중부담을 덜기 위해서는 초급 과정의 교재에서부터 부수를 통해 한자어의 의미를 이해하고 유추할 수 있는 교육방안을 마련해야 한다. 이러한 과정이 선행되면 한자학습에 대한 부담을 덜 수 있다. 한자는 형성자와 회의자가 80%를 차지하고 있다. 그 중 부수가 의미부분을 차지하는 경향이 많으므로, 부수를 익히면 한자를 쉽게 익힐 수 있다. 그러므로 초급에서부터 학생들이 부수를 이해하는 것이 한자 학습에 도움이 되며, 한자어 학습에 대한 학생들의 흥미를 유발시킬 수 있다. 그러므로 초급에서부터 부수를 이해하여 선행하는 것이 한자 학습에 도움이 된다. 아울러 에르지예스 대학 한국어문학과 학생들은 한국어 학습의 효과를 높일 수 있는 방법으로 혼자서 영상물을 보거나 음악을 감상하는 등의 방법을 사용하고 있었다. 비한자문화권에 있는 학습자들의 한국어 교육의 효율성을 높이기 위해서는 경어와 관용어를 다루는 교재가 필요하다. 또한, 부수를 통한 한자어 어휘 학습을 위한 교재의 개발도 필요하다. 앞으로 비한자문화권에서 한국어 교육을 높이기 위해서 한국어 학습자의 요구에 부응하는 한자어 교재 제작 및 한자어를 효율적으로 교육하는 방법에 대한 연구가 지속적으로 이루어져야 할 것이다. This study aims to explore effective Chinese character education measures for foreigners in non-Chinese-character culture areas. Towards that end, it analyzed the overview of the Korean learning status of students in the Department of Korean Language and Literature at Erciyes University in Turkey in order to examine its Chinese character education status and role in the Korean language education. First, Korean language learners are required in their academic pursuit to read specialist books containing highly difficult Chinese words, thereby making it necessary to learn Chinese characters. The analysis of Erciyes University students in the Department of Korean Language and Literature revealed that the most difficult part of learning Korean words was the Chinese character-based words, native words, foreign-origin words, idioms, and technical words, respectively. Starting from third graders, the Department of Korean Language and Literature at Erciyes University provides classes on Chinese characters as an essential course to boost the students ability to learn the Korean language. In order to lessen the double burden of learning Chinese character-based Korean words, education measures should be prepared to understand and compare the meaning of the Chinese character-based words through Chinese radicals beginning with basic course textbooks. The introduction of this course will lessen this burden. In Chinese characters, sound-connected letters and logical aggregates or associative compounds consist of 80%. Based on this, the radicals mostly comprise the part of the definition of the word, so learning radicals makes it easy to learn Chinese characters. The comprehension of Chinese radicals from the basic course will certainly help students in learning Chinese characters. Moreover, the students of the Department of Korean Language and Literature in Erciyes University were found to have watched Korean videos or listened to Korean music in order to boost the effect of Korean language learning. Textbooks, which handle honorifics and idioms, are required to boost the efficiency of Korean learners in non-Chinese-character culture areas. These textbooks are designed to provide information on Chinese character-based Korean words through radicals. In order to promote Korean language education in non-Chinese-character culture areas, there should be a continuous production of Chinese character textbooks responding to Korean language learners’ needs, as well as continuous research on education methods for an effective learning of the Chinese character-based Korean words.