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.

臺灣華語文敎學發展及相關機構硏究與分析

리억기,한용수 한국중문학회 2016 中國文學硏究 Vol.0 No.62

Comparing with the research of China’s teaching Chinese as a second language, there are less research of Taiwan teaching Chinese as a second language in Korea. In fact, the Taiwan teaching Chinese as a second language has developed and has also taken a certain status in the international market. More and more foreigners come to Taiwan to learn Chinese. As an international students from Taiwan, I want to introduce the organization of Taiwan teaching Chinese as a second language, and let the South Korea students know more about it, also show the differences between the Taiwan teaching Chinese as a second language and China’s Chinese language. The teaching Chinese as a second language is not only developing in China, but also developing in Taiwan. The teaching Chinese as a second language in Taiwan also has a certain charm so that many students choose Taiwan to learn Chinese. I hope this paper can make more Chinese language learners in Korea to know about the teaching Chinese as a second language in Taiwan, and make contribution to the Chinese language education in Korea. We also focus on the similarities and particularities Taiwan’s teaching Chinese as a second language development to show the outline of it. In this paper, literature, periodicals, reference papers and related web sites will be mentioned to introduce the origination of Taiwan’s teaching Chinese as a second language. And Taiwan’s various university language centers and units of the Department of teaching Chinese as a second language will be introduced, so far as the academic communities.

对当前汉语国际教育人才规划与培养的反思

위혜평,문대일 한국중국언어문화연구회 2015 한중언어문화연구 Vol.- No.38

In recent ten years, Confucius College has been leading the trend of Chinese learning in every country, but Chinese teaching and training pattern of current programis still in the exploration stage. People who enroll in the interview of selecting international Chinese language teacher and are finally hired as oversea Chinese teaching staff, in recent years, are more diverse, concerning their professional background. The positive effect of this phenomena is the diversity of the knowledge fields, while on the other hand, its negative effect lies in the insufficiency of the language teaching ability and the relatively superficial understanding towards language and culture dissemination of Chinese language as well. In view of this situation, it is necessary to carry on a rational overall program for international Chinese teachers, offering them further education in accordance with their ability. Namely, to add optional courses and carry on different types of training program so as to effectively solve the problems met in the real process of Chinese language teaching and enhance teachers’ professional orientation and career planning awareness. A series of effective measuresshould be taken in many aspects, such as the selection of personnel, training objectives, occupation development and so on. The brief measuresare the following: Firstly, to train teachers who have real international vision, and deep understanding of Chinese language teaching and Chinese culture. To establish a training mode with “行” as the guide, and having “理,知,行” merging and complementing each other. To referentially encourage and guide students and young teachers who major in international Chinese education, Chinese teaching as a foreign language, Chinese and Chinese Culture, English or other foreign languages and Education to enter the area of international teaching Chinese as a foreign language. Secondly, other specialized personnel should also be encouragedto enter this oversea Chinese language teaching and culture dissemination area, such as arts, traditional Chinese medicine, calligraphy, martial arts and so on. Generally,fixedcurriculum system andlarge-classroom teaching methodsare employed in the current training mode for teachers teaching Chinese to speakers of other languages. This approach ignoresthe professional background differences, inevitably lacking inproper classification. The suggestion is that more optional courses should be designed according to different professional backgrounds, different countries which the teachers are going to, different demandsand so on, so as toprovide a more reasonable curriculum and growth pathfor Chinese and foreign young peoplein this field. Then teachers training quality will be effectively promoted, achieving a more long-term career development of teachers.

论非目的语环境下汉语教材的国别化建设

?金?(양금화) 중국문화연구학회 2013 중국문화연구 Vol.0 No.22

The boom that Chinese teaching is experiencing all over the world needs to be supported by corresponding Chinese teaching materials. However, we find it quite common those within non-target language context are flawed. First, Most Chinese teaching materials are published for general purpose in Mainland China, which are only applicable to domestic Chinese teaching. However, when they are transferred to be applied in foreign countries, the language context for learners has changed along with the disappearance of previous applicable environment for teaching materials. ‘Time has changed’ as Chinese teaching materials become ‘endemic’. Second, due to insufficient basic and theoretical research as well as corresponding supportive syllabus, there are quite a few problems in aspects such as types, depth and series of Chinese teaching materials compiled by different countries. Nevertheless, distinctive Chinese teaching material can only be found in few countries including Singapore. This article discusses the theoretical basis, necessity and feasibility for nationalization of Chinese teaching materials under non-target language context from two perspectives?instrumental and social cultural. It points out that Chinese teaching under non-target language context is different from domestic Chinese teaching characterized by Chinese rich culture. It should be aligned with place, time and people, together with consideration of non-target cultural and living environment to nationalize Chinese teaching materials so as to enhance their pertinence and affinity. It is believed in this article that nationalized Chinese teaching materials can not be compiled without some early groundwork, for instance, to design a syllabus, to compare between language elements, to study international teaching for English and French and learn experiences from their success, and to collate relevant materials to cater for various learning objectives and interests. Inaddition, nationalized Chinese teaching materials should be focused on cultural integrity, practicability and enjoyment as well as their standardized and systematic features.

论非目的语环境下汉语教材的国别化建设

양금화 중국문화연구학회 2013 중국문화연구 Vol.0 No.22

The boom that Chinese teaching is experiencing all over the world needs to be supported by corresponding Chinese teaching materials. However, we find it quite common those within non-target language context are flawed. First, Most Chinese teaching materials are published for general purpose in Mainland China, which are only applicable to domestic Chinese teaching. However, when they are transferred to be applied in foreign countries, the language context for learners has changed along with the disappearance of previous applicable environment for teaching materials. ‘Time has changed’ as Chinese teaching materials become ‘endemic’. Second, due to insufficient basic and theoretical research as well as corresponding supportive syllabus, there are quite a few problems in aspects such as types, depth and series of Chinese teaching materials compiled by different countries. Nevertheless, distinctive Chinese teaching material can only be found in few countries including Singapore. This article discusses the theoretical basis, necessity and feasibility for nationalization of Chinese teaching materials under non-target language context from two perspectives—instrumental and social cultural. It points out that Chinese teaching under non-target language context is different from domestic Chinese teaching characterized by Chinese rich culture. It should be aligned with place, time and people, together with consideration of non-target cultural and living environment to nationalize Chinese teaching materials so as to enhance their pertinence and affinity. It is believed in this article that nationalized Chinese teaching materials can not be compiled without some early groundwork, for instance, to design a syllabus, to compare between language elements, to study international teaching for English and French and learn experiences from their success, and to collate relevant materials to cater for various learning objectives and interests. Inaddition, nationalized Chinese teaching materials should be focused on cultural integrity, practicability and enjoyment as well as their standardized and systematic features.

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.

数字化背景下线上汉语课程教学策略研究

李雪铮 중한연구학회 2024 중한연구학간 Vol.0 No.34

线上课程是利用网络平台、工具、资源而搭建的新型课堂。网络上汉语学习资源丰富而繁杂,缺乏体系,本研究重点研究线上汉语课程的教学设计及教学实践问题:教学设计层面主要包括依据以网络为媒介的语言教学理念,分析目前能够适用于线上汉语教学的网络资源及学习工具、平台,在此基础上探讨线上语言教学与学习环境的创设问题;从直播课、网络教学平台使用、课外自主拓展学习三个层面探讨汉语课的课程教学内容安排与设计问题;从学生实际情况出发,分析探讨线上汉语课的任务与活动安排与设计问题。在线上汉语课的具体实施及教学实效层面,从线上教学准备,授课,支持、监控与激励,总结、反思与改进四个环节探讨线上汉语课程的具体实施过程,提出改进课程设计与实施、保障线上教学质量的合理化策略。 Online courses are a new type of classroom built using online platforms, tools, and resources. The Chinese language learning resources on the internet are rich and complex, lacking a systematic approach. This study focuses on the teaching design and practical issues of online Chinese courses. The teaching design level mainly includes analyzing the network resources, learning tools, and platforms that are currently applicable to online Chinese language teaching based on the language teaching concept using the internet as a medium. Based on this, this study explores the creation of online language teaching and learning environments; Exploring the arrangement and design of teaching content for Chinese language courses from three aspects: live classes, the use of online teaching platforms, and independent extracurricular expansion learning; Starting from the actual situation of students, analyze and explore the task and activity arrangement and design issues of online Chinese classes. At the level of specific implementation and teaching effectiveness of online Chinese courses, this paper explores the specific implementation process of online Chinese courses from four aspects: online teaching preparation, teaching, support, monitoring and motivation, summary, reflection and improvement. It proposes rational strategies to improve course design and implementation and ensure the quality of online teaching.

以学习产出为导向的中文综合课程线上教学方法探析

刘香君(xiangjun Liu),오세준(sejun Oh) 부경대학교 인문사회과학연구소 2023 인문사회과학연구 Vol.24 No.1

‘중국어 종합과정’은 중국어 제2외국어 교육전공의 핵심 교육과정이다. 정보화에 힘입어 오프라인에서 온라인으로 전환된 “중국어종합 II” 과정은 기회와 도전에 직면하게 되었다. 본 고는 외국어로서의 중국어 온라인 교육의 장단점을 분석 귀납하고, 수업 전, 중, 후 온라인 수업의 기본 모델을 논의하였으며, 온라인 중국어 종합과정 수업의 질적 향상을 위해 효과적인 방법을 아래와 같이 제안했다. (1) 결과물 중심의 교수 철학온라인 과정의 교수 설계는 학습 결과물이 중심이 되어야 하며, 학습 평가는 학습 성과가 중심이 되어야 하고, 학습 방법은 학습의 효율성을, 학습 내용은 첨단화와 시의성을, 학습 과정은 고수준, 창의성, 도전성을 각각 구현해야 한다. (2) 교사의 역할 변환끊임없이 업그레이드되는 인터넷 기술하에 교사는 정보 처리 능력을 지속적으로 향상시켜야 하며, 사진, 비디오, 웹 페이지 및 기타 정보 등을 편집할 수 있어야 하며, 네트워크 소프트웨어 하드웨어 등 일반적 기술 문제를 해결할 수 있어야 한다. 아울러 ‘선교육 후학습(先教後学)’에서 ‘선학습 후교육(先学後教)’ 또는 ‘학습 중심 교육(以學定教)’으로의 교수법 전환이 필요하다. (3) 교수법 개선. 학생을 교육 과정의 중심으로 삼고, 온라인 학습자의 참여도, 지속성 및 만족도에 주의를 기울이고, 학습자의 심리적 상태와 요구를 이해하고, 지속적으로 교수 방법을 조정하며, 교사 대 학생, 학생 대 학생의 상호작용을 강화해야 한다. (4) 교육 내용의 연마. 교육 콘텐츠는 교육의 중심이자 학생 유치 및 유지의 기초가 된다. 지식 콘텐츠를 신중하게 선택하고, 개선 통합하여 온라인 교육 모드에 적합하도록 해야 한다. 특히 교육 콘텐츠는 현대 정보기술과 융합되어야 하고 학생들의 삶에 가까워야 하며, 배우고 싶은 지식을 배울 수 있도록 해야 하며, ‘배운 것은 적용(學以致用)’될 수 있는 기회를 갖게 해야 한다. (5) 교육과정 팀 구성. 중국어 종합과정 온라인 강의팀 구성에는 일선 중국어교사, 중국어 교육기관 관리자, 네트워크 기술전문가, 교수자원개발자, 원격교육전문가 등이 포함되어야 하며, 중국어 교사들의 더 많은 교육 플랫폼 관리 참여는 동시 교육과 비동시 교육의 조정, 교육 모니터링, 교육 평가 및 교육 리소스의 효과적인 통합에 유익하다. Comprehensive Chinese course is the core of Chinese as a Foreign Language (CFL) education. With the help of information technology, “Comprehensive Chinese Ⅱ”are transformed from offline to online classes, and are facing opportunities and challenges. This paper analyzes and summarizes the advantages and disadvantages of online classes with Chinese as a foreign language in teaching. Through discussing the basic mode of online teaching before, during and after class, it puts forward the effective ways and methods to improve the online teaching quality of comprehensive Chinese courses: (1) Guided by Outcomes-based Education (OBE) The teaching design of online courses should be guided by learning outcomes. Learning evaluation should reflect learning outcomes. Learning methods should be oriented to the effectiveness of learning. The content to be learned should be up-to-date and consistent with the times. The learning process should be characterized by advanced, creativity and challenges. (2) Changing the teacher’s role In the face of the ever-upgrading Internet technology, teachers need to keep improving their ability to process information. In other words, teachers should be capable of editing pictures, video, web pages, etc., and be able to solve the common technical problems of network, software, hardware, etc. In addition, teachers should change their teaching patterns from “teaching before learning” into “learning before teaching” and “teaching according to learning”. (3) Changing teaching methods During teaching, it should be student-centered, i.e., teachers should pay attention to the degree of participation, persistence and satisfaction of students in online classes at any time, understand the psychological state and needs of students, constantly adjust the teaching methods, and strengthen the interaction among students and between teachers and students during teaching. (4) Improving the teaching content Teaching content is the focus of teaching, which is crucial in attracting students’ attention and encouraging them to keep studying. Hence, teachers need to carefully select, refine and integrate the knowledge, so that it is suitable for online teaching. It should be noted that teaching content should keep up with time and be close to students’ life, which would allow students to learn what they want to learn, and use what they have learned. (5) Building a teaching team The teaching team of online comprehensive Chinese courses should include first-class TCSL (Teaching Chinese as a Second Language) teachers, managers of Chinese language education institutions, network technologists, learning resource developers, experts in distance education, etc. To let TCSL teachers to participate more in the management of teaching platform is conducive to coordinate synchronous and asynchronous learning, monitor teaching and evaluation, and effectively integrate teaching resources.

韩国汉语学习者的礼貌用语教学研究

张蕊 ( Zhang¸ Rui ) 중국어문학회 2021 中國語文學誌 Vol.- No.74

Chinese and Korean have differences in traditional culture, way of thinking, psychological quality and customs due to their different nationalities. These differences are also reflected in the polite expressions that reflect social etiquette norms. This paper first combed the definition of Chinese politeness and politeness principles, and analyzed the differences and similarities between Chinese and Korean in politeness terms through specific examples. Secondly, a questionnaire survey is conducted among Korean undergraduates who have different degrees of Chinese learning experience. It analyzed the misuse and characteristics of Korean students’ Polite expressions, and understands the interference factors in the acquisition of polite expressions “Depreciate yourself and respect others” is one of the five principles of polite language in Chinese, and it is also the center of the five principles, and is an important connotation of Chinese culture. Chinese polite language requires high vocabulary changes. Different pragmatic phenomena will produce different polite effects. In the choice of wording, full consideration should be given to the identity, age, and occasion of both parties in the conversation. On the one hand, Korean uses a respectful vocabulary system to highlight the speaker’s respect for the other party. On the other hand, Korean has a very strict honorific style, which expresses respect through a grammatical system. At the end of the thesis, three suggestions for polite language teaching were put forward, and the teaching plan was designed. First, understand the obstacles to students’ acquisition and increase the importance of polite language teaching. Second, pay attention to the understanding and application of pragmatic functions, and emphasize cultural cognition in combination with specific scenarios. Third, make up for the lack of teaching and teaching materials, and conduct polite language teaching in stages.

汉字理据性在对外汉语教学中的运用

왕효광(王晓光),손다옥 중국인문학회 2018 中國人文科學 Vol.0 No.70

Chinese characters are not a simple, symbolic language system but a language with bases, which carries diverse cultural elements. Applying the cultural bases of Chinese characters to teaching Chinese as a second language can not only help students understand and memorize Chinese characters better, but also understand Chinese culture better. In this paper, we analyze Chinese characters, vocabulary and Chinese culture, based on our experiences of teaching Chinese as a second language. According to the learning habits of foreign students, we use different types of Chinese characters as examples to explore the characteristics between language symbols and their meanings. We aim to provide some ideas for Chinese language teaching from the perspectives of the emergence and development of Chinese characters. Chinese learners can read Chinese characters with the help of Chinese character bases, according to learners’ different Chinese levels. Besides reading characters, students can properly understand the linguistic meaning and grammar of Chinese characters. They can also expand vocabulary and spread Chinese culture, so that foreign students can understand and master the meanings of Chinese characters, improve their learning of Chinese characters, and increase their confidence in learning Chinese.