중국에서의 한국어 문법교육의 특성과 과업

Abstract

Korean grammar teaching in Chinahas been undertaken for sixty-odd years, during which its research has been conducted for merely less than 20 years. Many problems remain to be summed up and solved in order to establish a theoretical foundation for this long-term practice. This paper aims to provide solutions to problems thereof in order to upgrade this undertaking. Based on a summary of the cause and an analysis of the research findings, it concludes that Korean grammar teaching in China, which is guided by the features of the learners’native language and the directive objectives of the educational administrative departments, differs from the case in South Koreaand other non-Korean-speaking countries and regions. Korean grammar teaching in China is featured with two stages, namely, the rudimentary education stage and the specialty education stage. During the rudimentary stage, language proficiency is the objective, mainly achieved by the teaching and use of grammatical forms and other grammatical knowledge. During the specialty education stage, linguistic knowledge impartment is the major goal, achieved mainly by teaching Korean grammatical theories.