제7차 교육과정에 따른 고등학교 중국어 교과서Ⅰ어휘 연구

Abstract

Most of students who studied the Chinese language in high school as the second foreign language just only contact one of the Chinese Textbook I among the 5 Official Textbooks. Therefore the contents in the Chinese Textbook I such as vocabulary, sentence, the degree of difficulty and structure are very important to the beginner. Especially concerning the vocabulary, however, the Ministry of Education and Human Resources Development(MOE) suggests the 773 Basic Vocabularies in the Chinese Textbooks without discrimination of textbook I(the first step) and textbook II(the advanced step). So as to find out which vocabularies are suitable to the beginner, this research is just only focused on the vocabularies in the Chinese Textbook I. First of all, through analysing vocabularies in the 5 Official Textbooks, each textbook shows how much it contains the Basic Vocabularies which is suggested in the 7th Curriculum Development Project by the MOE. The result of this analysis is as follows. One textbook contains 475 Basic Vocabularies as maximum level and other has 376 as minimum. The number and level of vocabularies in each chapter also many differences among the 5 Official Textbooks. The each school s selection of the Chinese Textbook I among the 5 Official Textbooks could put a different burden and an interest level to the beginners. Additionally each textbook shows it has many non Basic Vocabularies from 91 to 134. Some of non Basic Vocabularies are the newly made vocabularies as the science, technology, society and culture have developed. The role of teacher on school is getting more important to apply this vocabularies in the class between to get an interest from the student and to teach the Basic Vocabularies to them. Second, this research is expand to the fitness of the 773 Basic Vocabularies of the MOE comparing with two books,<<等級大鋼>>and<<頻率詞典>>which is regarded as the basic vocabulary dictionary for foreign student in the China. Through this research, various kinds of analysis were made. For instance, 72.83% of the Basic Vocabularies by the MOE is included as 甲級 in the<<等級大鋼>>, 22.38% is as 乙級, 2.07% is as 丙級 and rest 9 vocabularies are not included. Third, though all these researches the author would like to propose the essential vocabulary for the student of the Chinese Textbook I. Among the 773 Basic Vocabularies, the 262 ones which are not used at least one time in the 5 Official Chinese Textbook I are excluded. In addition to these ones, 322 vocabularies which are used more than 3 books among 5 Official Textbooks are selected as the essential vocabularies. It is recommended that the Chinese teacher would recognize these ones and teach their students. Most of language has changed. Some vocabulary is newly made and some disappeared. There is also no exception in the Chinese. The task to meet this change and apply this to the class is put to the foreign language teacher. So as to deal with change, the continuous research is another role of teacher in the changeable society.