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2015 개정 교육과정『중국어Ⅰ,Ⅱ』 교과서 조동사 분석 및 교수지도방안 연구

2015 개정 교육과정『중국어Ⅰ,Ⅱ』 교과서 조동사 분석 및 교수지도방안 연구
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2015 Revised Curriculum 『Chinese I, II』 A study on the analysis and instruction of teaching
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교육대학원 중국어교육전공
이화여자대학교 교육대학원
The purpose of this study is to assist high school students to understand how auxiliary verbs are used and develop the ability to use them properly in various situations. The previous studies mentioned in the previous section are limited to, scope of auxiliary verbs, word classes and analysis of similarities and differences of three auxiliary verbs ‘能,可以,会’ and evaluation of common misuse of the three by Korean speakers. Some papers discuss on instructional methods which do not show significant difference from the existing practice and take external variables into consideration. Some of them suggested instructional methods that are not significantly different from the existing practice and lack of diversity. To address the shortcoming and suggest an instructional method, this paper summarize the definition, grammatical properties, meanings and usage of auxiliary verbs and analyzes frequency of use, purpose, practice questions associated with the auxiliary verbs which appear in the Revised Curriculum 『Chinese I ,II』 in order to propose an instruction method which can help learners minimize misuse of the auxiliary verbs. The contents of the study are as follows. In Chapter I, the purpose of this study is defined, and the prior researches and research methods related to auxiliary verbs are discussed. As mentioned earlier, auxiliary verbs are not very many in number, but each has unique characteristics. Also, many learners experience difficulties as some have various meanings has various meanings but are often translated to the same vocabulary when translated into Korean. Most of the existing researches only focus on analysis on misuse of certain verbs ‘能, 会, 可以’ and analyzing and technical differences of similar meanings when translated. To further assist learners to use these auxiliary verbs properly in practice, this paper aims to suggest an instructional method with concrete examples. Further to the three auxiliary verbs stated above, this paper also discuss on other auxiliary verbs ‘想,要,得,应该’that are also introduced in the Revised Curriculum 『Chinese I ,II』 In chapter Ⅱ, we review the definitions and grammatical properties of verb phrases, meaning and use of each auxiliary verb and classify the auxiliary verbs into three similar yet different types which are capability, willingness and preference. In chapter Ⅲ, instruction methods suggested by six textbooks for “Chinese I” (Neungyule, Darakwon, Sisabooks, Jihak, Jungjin, Chunjae) and two textbooks for “Chinese II” (Jungjin, Chunjae) are discussed and analyze to suggest possible improvements. The main purpose is to test for effectiveness of iterative learning by analyzing time of introduction of the auxiliary verbs and frequency of appearance. Moreover, grammatical properties and meanings of these auxiliary verbs are discussed with detailed examples. Based on the issues identified in Chapter Ⅲ in Chapter Ⅳ, the concept of ideal instructional method is discussed with pragmatic examples. The seven auxiliary verbs to focus on are ‘能, 会, 可以 想, 要, 得, 应该’ which are introduced in the 2015 Revised Curriculum and are classified into three categories as mentioned above. The instructional method is partitioned into four parts which are introduction, explanation, understanding and application. In Chapter V, the conclusion of this paper is drawn by summarizing and analyze the findings. ;조동사는 크게 가능, 소망, 당위를 나타내며, 하나의 조동사가 여러가지 의미를 가지고 있으며, 어법적 특징 또한 개별성이 짙은 품사이다. 특히 한국어로 번역하여 이해하기에는 유사하게 해석되는 경우가 많아서 초, 중급 단계의 학습자들이 조동사를 활용하여 의사를 전달하고자 할 때 오류를 빈번하게 범하며 어려움에 부딪히게 된다. 본 연구는 교육과정『중국어I』과『중국어Ⅱ』에 등장하는 조동사의 출현현황과 어떻게 지도하고 있는지 학습지도 현황을 분석하여 문제점을 살펴보고, 부족한 점을 보완하여 고등학교 중국어 학습자를 대상으로 조동사를 효과적으로 가르칠 수 있는 교수지도방안을 모색하는 데 목적이 있다. 제Ⅰ장에서는 본 연구의 목적과 조동사와 관련된 기존의 연구들을 살펴보고 연구대상과 방법에 대해 간략하게 설명하였다. 제 Ⅱ장에서는 본 연구를 진행하기에 앞서 조동사의 정의 및 문법적인 특징을 살펴보고, 조동사 각각의 의미와 용법에 대해 좀 더 자세하게 분석하였다. 그리고 크게 가능, 소망, 당위의 의미로 조동사를 분류해보고 각 의미항목에 포함되는 조동사들 간의 차이점을 위주로 살펴보았다. 제 Ⅲ 장에서는 2015개정 교육과정『중국어I』과『중국어Ⅱ』에 등장하는 조동사의 출현빈도, 교수학습지도 현황은 어떠한지, 그리고 연습문제는 다양하게 잘 구성되어 있는지를 살펴보았다. 이것을 기반으로 제 Ⅳ장에서는『중국어I』과『중국어Ⅱ』에 출현한 조동사들을 앞에서 언급한 ‘가능, 소망, 당위’로 각각 분류한 후 세부적인 교수지도방안을 모색하였다.
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