중국어교육문법체계 마련을 위한 考察 ― 『国际大纲(2014)』과 『新HSK大纲(2015)』의 비교를 중심으로

Abstract

International Curriculum(2014) and New HSK Test Syllabus(2015) are teaching and testing syllabuses of international Chinese education. This study compared the grammatical systems in the syllabuses above and analyzed the correlation between them so as to make preparation for the construction of Chinese school grammar system for Korean learners. Through comparative analysis, it is found that when establishing the school grammar system, International Curriculum(2014) and New HSK Test Syllabus(2015) both divided different grammatical items, such as word classes (content words and function words), sentence constituents, special sentence patterns, common sentence patterns, moods and complex sentences into six grades. The grammar systems are roughly similar and relevant. But there are differences in the grade arrangement of some grammatical items as well as the use of terms. Firstly, according to the principle of “integrating examination and teaching together”, the overall direction and system construction of International Curriculum(2014) and New HSK Test Syllabus(2015) both show the characteristic of “six grades”. The similar grammar systems represent their relevance. However, in terms of word classes (content words and function words) and complex sentences in New HSK Test Syllabus(2015), the amount and difficulty of corresponding objects increases with the rise of grade. Special sentence patterns have been listed in the relatively low-grade learning content. Compared with International Curriculum(2014), the difficulty requirements of New HSK Test Syllabus(2015) are obviously higher. In order to maintain the consistency of the school grammar system, it is necessary to rearrange the grade of grammatical items based on the difficulty required in New HSK Test Syllabus(2015). Secondly, on the whole, the relative grade arrangement of grammatical items in the two syllabuses is done well. However, some grammatical items (such as comparative sentence, Ba-sentence and Bei-sentence) in New HSK Test Syllabus(Grammar: 2015) are arranged in a lower grade, reflecting the inconsistency between the two. There are significant differences between the two syllabuses in the accumulative grade arrangement of coverbial sentence, Ba-sentence and Bei-sentence. In view of the characteristics of Korean learners, it is essential to correctly arrange the comparative sentence, coverbial sentence, Ba-sentence and Bei-sentence according to the accumulative grade arrangement on the basis of New HSK Test Syllabus(Grammar: 2015). Thirdly, there are differences in the use of terms. For instance, auxiliary verbs and volitive verbs, existential sentence and existential construction, Bei-sentence and passive sentence and so on. The example sentences are also not clear enough. The inconsistency in the names of grammatical items increases the confusion of teachers and learners. Syllabus is a guideline which demands high objectivity, so it is necessary to narrate the grammatical items and concepts in a consistent and accurate manner. In addition, it is also necessary to lay emphasis on universality. This paper analyzed the differences between International Curriculum(2014) and New HSK Test Syllabus(2015), then probed into the solutions. The paper can become the research basis for the construction of Chinese school grammar system under the principle of “integrating examination and teaching together”, and the formulation of universal grammar teaching syllabus for Korean learners.