지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
This research delineated aspects in using Korean reflexives for Chinese learners focusing on ‘caki', ‘casin' and ‘cakicasin'. Research data include total 2,044 sentences and 18,709 phrases, which derive from 42 pieces of essays of Korean Essay Contest in the whole China. The main results of this research are as follows.
Firstly, concerning distribution of reflexives, the author compared the frequency of Chinese learners with that of Korean L1 speakers using ‘caki', ‘casin' and ‘cakicasin'. Through this study, it was revealed that Chinese learners overused a Korean reflexive 'caki', which was influenced by a Chinese reflexive ‘ziji' resulting from native tongueinterference.
Secondly, fallacy of reflexives for Chinese learners was mostly in acquiring rules of target language and related to learners' L1. Based on this point, aspects in using ‘caki', ‘casin' and ‘cakicasin' concretely were divided into fallacy of lack of knowledge in target language and that of L1 influence.
Finally, respectively different education prescription is required for two types of fallacy. In other words, this study suggest that the former be done through accurate understanding process of target knowledge acquisition, and the latter be solved after comparison with Chinese language.
Firstly, concerning distribution of reflexives, the author compared the frequency of Chinese learners with that of Korean L1 speakers using ‘caki', ‘casin' and ‘cakicasin'. Through this study, it was revealed that Chinese learners overused a Korean reflexive 'caki', which was influenced by a Chinese reflexive ‘ziji' resulting from native tongueinterference.
Secondly, fallacy of reflexives for Chinese learners was mostly in acquiring rules of target language and related to learners' L1. Based on this point, aspects in using ‘caki', ‘casin' and ‘cakicasin' concretely were divided into fallacy of lack of knowledge in target language and that of L1 influence.
Finally, respectively different education prescription is required for two types of fallacy. In other words, this study suggest that the former be done through accurate understanding process of target knowledge acquisition, and the latter be solved after comparison with Chinese language.
목차
Ⅰ. 들어가며
Ⅱ. 중국인 학습자의 재귀표현 사용 분포
Ⅲ. 중국인 학습자의 재귀표현 사용 양상
Ⅳ. 나오며: 중국인 학습자를 위한 한국어 재귀표현 교육에 대한 시사점
참고문헌
[Abstract]
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UCI(KEPA) : I410-ECN-0101-2012-710-004183986