중국인 학습자의 한국어 재귀표현 사용 양상 연구 - ‘자기’, ‘자신’, ‘자기자신’을 중심으로 -
A Study on Aspects in Using Korean Reflexives for Chinese Learners - Focus on ‘caki’, ‘cakicasin’ and ‘cakicasin’ -
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This research delineated aspects in using Korean reflexives for Chinese learners focusing on ‘caki', ‘casin' and ‘cakicasin'. Research data include total 2,044 sentences and 18,709 phrases, which derive from 42 pieces of essays of Korean Essay Contest in the whole China. The main results of this research are as follows. Firstly, concerning distribution of reflexives, the author compared the frequency of Chinese learners with that of Korean L1 speakers using ‘caki', ‘casin' and ‘cakicasin'. Through this study, it was revealed that Chinese learners overused a Korean reflexive 'caki', which was influenced by a Chinese reflexive ‘ziji' resulting from native tongue- interference. Secondly, fallacy of reflexives for Chinese learners was mostly in acquiring rules of target language and related to learners' L1. Based on this point, aspects in using ‘caki', ‘casin' and ‘cakicasin' concretely were divided into fallacy of lack of knowledge in target language and that of L1 influence. Finally, respectively different education prescription is required for two types of fallacy. In other words, this study suggest that the former be done through accurate understanding process of target knowledge acquisition, and the latter be solved after comparison with Chinese language.
Abstract
This research delineated aspects in using Korean reflexives for Chinese learners focusing on ‘caki', ‘casin' and ‘cakicasin'. Research data include total 2,044 sentences and 18,709 phrases, which derive from 42 pieces of essays of Korean Essay Contest in the whole China. The main results of this research are as follows. Firstly, concerning distribution of reflexives, the author compared the frequency of Chinese learners with that of Korean L1 speakers using ‘caki', ‘casin' and ‘cakicasin'. Through this study, it was revealed that Chinese learners overused a Korean reflexive 'caki', which was influenced by a Chinese reflexive ‘ziji' resulting from native tongue- interference. Secondly, fallacy of reflexives for Chinese learners was mostly in acquiring rules of target language and related to learners' L1. Based on this point, aspects in using ‘caki', ‘casin' and ‘cakicasin' concretely were divided into fallacy of lack of knowledge in target language and that of L1 influence. Finally, respectively different education prescription is required for two types of fallacy. In other words, this study suggest that the former be done through accurate understanding process of target knowledge acquisition, and the latter be solved after comparison with Chinese language.
참고문헌 (17)
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