중국어 3인칭 대명사에 대한 교육적 제언

Abstract

This paper sought a method to solve errors related to “Ta” by analyzing Korean learners’ perceptions of the Chinese third person pronoun “Ta”. First of all, errors related to “Ta” can be divided into two main categories. The first is an error that arises from not recognizing the diversity of Korean expressions corresponding to “Ta”, and the second is an error in operating “Ta” properly as a corresponding word in discourse. These two errors are not separate and share their roots. Typologically, Chinese belongs to the third person language in the system of personal pronouns. On the other hand, Korean belongs to the second person language, and in this respect, the personal pronoun system of the two languages ​​is fundamentally different. First of all, because Korean is a second-person language, there is no dedicated third-person pronoun. In fact, the components used as third-person pronouns in Korean are mostly derived from referential pronouns. For this reason, the first third-person pronoun that comes to mind in Korean, “he,” is not used very often, such as being actually used only in written language, and most of the third-person pronouns actually used are integrated referential types. On the other hand, in Korean, the object of respect is referred to as a noun due to the politeness strategy of phrasing, or the corresponding word is omitted because of the frequent omission. Due to such a complex system, the Chinese third-person pronoun “Ta” and the Korean third-person pronoun form an asymmetrical relationship rather than a parallel [Ta-he] relationship. However, Korean learners do not properly recognize such asymmetrical relationships, so they remain in a one-dimensional expression such as [Ta-he] in speaking Chinese. As a result, Korean expressions such as “that person” cannot easily correspond to Chinese “Ta”, or they interfere with the rules of Korean discourse, creating a correspondence that is not suitable for Chinese discourse. These problems do not stem from a misunderstanding of syntactic rules, but rather from a failure to understand the cognitive system of the target language. As such, problems occurring at the interface between the syntactic and cognitive units require long-term instructional planning. Therefore, this paper intends to suggest a method of teaching by intervening cognitive factors related to Chinese third-person pronouns from the introductory stage of encountering “Ta” for the first time. In translating Chinese into Korean as the most realistic teaching method currently available, I would like to suggest a method of actively exposing Korean third-person pronouns and correspondence methods commonly used in Korean discourse - nouns and omissions.