시상에 대한 교학적 이해와 한·중 시상체계
A Pedagogical Understanding of Aspect and Korean-Chinese Aspect System
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Man selectively conveys the situation observed in his/her experience through language from a subjective viewpoint. And all human experience is established in the flow of time. Therefore, the human language has a system of grammatical devices called ‘aspect’ in order to capture information about time. However, the concept of ‘aspect’ is not only very abstract and complex, but also different in different languages, which makes it difficult to learn foreign languages. On the premise that Korean learners should understand a clear understanding of ‘aspect’ in order to learn ‘le, zhe, guo, zai (了, 着, 過, 在)’ which are representative aspect markers of Chinese, first, from the pedagogical perspective, this study explained the concept of ‘aspect’. This study then looked at how the concept of this abstract ‘aspect’ is implemented in the actual language through the aspect system of Korean, the native language of the learners. Lastly, focusing on highlighting the linguistic typological similarities between the mother language and the target language in describing the aspect categories of the Chinese aspect system and the Chinese aspect markers ‘le, zhe, guo, zai’ this study attempted to improve the pedagogical effect.
Abstract
Man selectively conveys the situation observed in his/her experience through language from a subjective viewpoint. And all human experience is established in the flow of time. Therefore, the human language has a system of grammatical devices called ‘aspect’ in order to capture information about time. However, the concept of ‘aspect’ is not only very abstract and complex, but also different in different languages, which makes it difficult to learn foreign languages. On the premise that Korean learners should understand a clear understanding of ‘aspect’ in order to learn ‘le, zhe, guo, zai (了, 着, 過, 在)’ which are representative aspect markers of Chinese, first, from the pedagogical perspective, this study explained the concept of ‘aspect’. This study then looked at how the concept of this abstract ‘aspect’ is implemented in the actual language through the aspect system of Korean, the native language of the learners. Lastly, focusing on highlighting the linguistic typological similarities between the mother language and the target language in describing the aspect categories of the Chinese aspect system and the Chinese aspect markers ‘le, zhe, guo, zai’ this study attempted to improve the pedagogical effect.
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