단어 형성 교육을 위한 한자어 문제 고찰

Abstract

This study was conducted with the aim of finding ways to use Sino- Korean word for word formation education. To this end, the characteristics of Sino-Korean word identified in the theory of Korean word-formation were discussed, and five kinds of 『Language and Media』 textbooks according to the 2015 revised curriculum were analyzed. As a result of examining the morphological characteristics of Sino-Korean word, it was confirmed that Sino-Korean word have ‘non-typicality, versatility’ as a morpheme and a word forming element. In addition, as a result of textbook analysis, it could be inferred that these characteristics act as a cause of excluding or passively presenting Sino-Korean word in each phase of the word formation unit. The concept of grammar is a tool to better understand language phenomena, so learners need to master the concept properly. But that is not the ultimate goal. The learner should be able to expand the acquired concept by himself and use it as a tool to interpret language phenomena. Therefore, this paper argued that Sino-Korean word should not be excluded unconditionally because it is not a typical case or because it does not fit a specific system. In addition, it was noted that presenting Sino-Korean word in an appropriate way at an appropriate time considering the stage of learning is the direction to achieve the ultimate goal of word formation education. Finally, three ways to use Sino-Korean word for word formation education were proposed. The first is to selectively and stepwise present cases of Sino- Korean word in consideration of educational excellence, the second is to actively present Chinese character affixes in consideration of the effectiveness of education, and the third is to focus on the characteristics of Sino- Korean word as a resource for forming words. This study proposed a method of using Sino-Korean word in the word formation unit by considering the morphological characteristics of Sino- Korean word and the context of educational content descriptions. It is hoped that the results of this study can provide practical help to the subjects who design word-formation education or describe textbooks later.