2015개정 중학교 한문교과서의 ‘어조사(語助詞)’ 개념에 대한 고찰

Abstract

The purposes of this study are to examine the patterns of "particles in classical Chinese" in middle school Chinese Characters textbooks under the Revised Curriculum of 2015 and provide a grammar concept for them fit for learners. That is, the study set out to find and analyze real examples mentioned as "particles in classical Chinese" in textbooks, thus rethinking the concept of "particles in classical Chinese" in current textbooks and searching for a grammar concept effective for students' learning. The examination results of the 12 different textbooks show that 11 clearly stated a word serving the roles of a tone as a "particle in classical Chinese" only one textbook(Darakwon) being an exception. These findings indicate that there are no big different views over this tendency to regard "modal particles" assisting a stress or tone in a sentence as "particles in classical Chinese" in the current Chinese Characters subject curriculum. The percentage of a clear statement as a "particle in classical Chinese" dropped considerably in three cases including ‘之’, which functions to connect modificands with modifiers and is interpreted as ‘∼의/하는,’ ‘之’, which is interpreted as ‘∼이/가’ in Korean after a subject, and ‘者,’ which is interpreted as ‘∼것/하는 사람’ in Korean. Based on these findings, the study inferred that scholars had different opinions about the issue of word class attribution with these three items and delved into the issue in full scale in Chapter III. Based on Chapter III, the study proposes to use specific terms including the "structure particles 之 and 者" to present the concept of "particles in classical Chinese" instead of "grammatical meanings" that are ambiguous for the concept in the current Chinese Characters curriculum.