조선 후기 중국어 시험 연구 : 평가 영역을 중심으로

Abstract

The purpose of this study is to investigate the value of <<Nogo˘ldae>> and <<Pakt´ongsa>>as a conversation textbooks and the evaluation methods of Chinese language education. According to the record of historical documents and the analysis on the ground of Chinese textbooks <<Nogo˘ldae>> and <<Pakt´ongsa>>, the study of vocabulary and grammar have already been performed but the practical study as a learning textbook of the Chinese has not been presented concretely yet. Also materials as well as Chinese textbooks such as <<Nogo˘ldae>> and <<Pakt´ongsa>>has not surveyed the value and the meaning as chinese textbooks yet. The Chinese exam in the late Choson Dynasty era evaluated 4 functions of language; speaking, reading, writing, and listening. And the characteristics and the merits and demerits of them are as follows: First, the test of Chinese language almost consisted of the assessment of speaking ability. For instance, Paegang(背講:memorizing), speaking test after reciting from memory, almost setted questions for examination of <<Nogo˘ldae>>along with<<Pakt´ongsa>>every time. While on the other hand, it was presented problems selectively in other materials. Second, there are some demerits that speaking evaluation was to saying by rote at that time, one way to speaking, rather than the methods of interactive communication. Third, in the case of the Imgang(臨講:with texi), reciting the contents, it gave questions at the range of the 2 books of Saso˘(四書:four books) optionally. Besides it appeared that it attached importance to cultural acquirements of Confucianism by means of librarians as a reading materials. Fourth, the assessments of listening and writing other than the speaking and reading have almost not conducted so that way to test was to do formally rather than creatively then. Through the actual analysis of Chinese exams in both the late Choson Dynasty era and these days, this thesis suggests evaluation directions to go forward. Today the Chinese language education aims to improve communicative functions, it gradually emphasizes the listening and speaking at the area of the teaching methods or material constructions. Nevertheless, evaluation was still performed by the grammar and reading. Also, it should be evaluated by 4 areas, listening, speaking, reading, and writing, however listening, speaking, and writing with the exception of reading have been assessed indirectly so that it has never achieved true assessments so far. It is very important to establish the right direction of evaluation in our educational reality which decides on the learning purposes and teaching methods through the way to evaluate. If it gets out of the existing evaluation methods, strengthens the assessment of speaking ability, carries out the writing s and listening s directly, institutionalizes them, and evaluates the 4 functions of language, it will cause students to have some motivation for learning the Chinese language naturally and improve their language abilities.