중국어 공감각 어휘 교육 연구

Abstract

The ‘sense’ is one of the basic experiences of humankind, and therefore it can be said without any doubt that words related to it, ‘sense words’ so to speak, also belong fundamental vocabulary. Within such a context, this work is designed mainly both to analyze and explain phonological, syntactic and semantic characteristics of ‘synaesthetic vocabulary’, that which, in other words, triggers another sense due to the semantic transference of the sense word, and to examine the way in which the analysis and explanation can possibly contribute to accomplishing an aim of ‘the education of synaesthetic vocabulary in modern Chinese’. More specific evaluations of the vocabulary are as follows: first, as for the phonological one, it ranges from one to four syllables, but two-syllable vocabulary accounts for a large number of them; second, as for the syntactic one, it is composed predominantly of compound words and some derivatives also exist; and last, as for the semantic one, meaning is transferred to one sensory area in some cases, but in other cases, it extends to several sensory areas as well. From the viewpoint of the education mentioned earlier, since the sense word is the fundamental vocabulary and its synaesthetic phenomena also coexists in a universal fashion, the education must be considered essential and implemented in communication-oriented Chinese education. Having said that, however, there is almost no consideration for ‘the education of synaesthetic vocabulary in modern Chinese’ in existing precedent studies, which appears to be quite unfortunate. Thus, this work attempts to design goals for each grade to systematically establish the education, selecting step-by-step educational synaesthetic vocabulary that fits the goals. And by doing so, it lays the foundation for overall researches on ‘the education of synaesthetic vocabulary in modern Chinese’ including those based on different groups of vocabulary categorized by subjects, parts of speech, and senses.