중국에서의 초급한국어교재 문법항목의 문제점 및 개선방안

Abstract

In general, although the selection and the arrangement of grammatical program of the primary Korean teaching materials of China are not entirely consistent with that of the whole grammatical system of the Korean language, the selection and the systematic arrangement of the aforesaid are derived from direct-view andinner grammatical relations. In the elucidation of grammar, deductive interpretation method for grammar has been used to simplify and to accurately explain Grammar in forms, features, purposes and functionalities, enabling students to use grammar in the reality language environment. Exercises have been made with calculations to focus on the development over students’ ability in language communication, which presents an education unconfined by grammar and a development trend to cultivate students’comprehensive language ability. However, since there is no national standard program, the election and arrangement of grammatical program have yet been loosely compiled failing to form grading. In addition, in breaking down grammar, grammatical interpretation has been overly resorted to causing low cognition over pragmatics and over the difference between an identical and a similar grammatical program. Despite the fact that exercises have been made to center on developing students’ language communication ability, yet exercises of topic core that are angling at cultivating students’ Comprehensive language capacities are not sufficient. In order to systematically select and arrange grammatical program, a standard program of primary grammatical catalogue of Korean Language Education for Chinese learners must be stipulated, and course books must be edited to clearly define grammatical conceptions and distinguish the functional difference between identical or similar grammar programs for the explanatory needs of grammar. Additionally, exercises to build up comprehensive language capacities and exercises of topic cores should be made stereotyped.