한국인 학습자의 중국어‘A+地+V’,‘V+得+A’구문 사용에 대한 코퍼스 기반 분석

Abstract

The results of this research can be summarized in two aspects: use of vocabulary and use of structures. First, the learners analyzed in this research commanded roughly half of the vocabulary of the native speaker used by the native speaker. In addition, they used approximately two thirds of the adjective types used by the native speaker. Though the level of their Chinese is intermediate or higher, the learners' vocabulary showed a considerable difference from that of native speakers when compared based on the same volume of corpus. Second, of the two sentence structures, ‘A+de+V’ and ‘V+de+A,' the learners more frequently used the ‘A+de+V’ structure which is similar to a structure found in their first language. This is in line with the expectation that learners would easily acquire a sentence structure if such a structure exists in their own language, and this phenomenon is attributable to positive transfer of native language. Third, the learners demonstrated a rather limited use of the ‘V+de+A’ structure. They had a tendency to use a structure where a few particular adjectives and predicates were combined, and the number of adjectives they used in the structure was also very limited. In short, the learners had little trouble acquiring the ‘A+de+V’ structure where sentence elements are arranged in the same way as in their native tongue, whereas they tended to avoid the ‘V+de+A’ structure whose equivalent structure does not exist in their native language. Research on interlanguage is often conducted with a limited collection of individual utterances of students that the teacher experienced. On the other hand, learner corpus-based research can be valuable in that it enables more realistic identification of the interlanguage of learners and it could also systematically provide a wide range of information on the learner's usage of the language in question. More effective second language teaching and learning would be possible if the characteristics of the learner's interlanguage are objectively and systematically identified based on quantitative analysis of realistic data and if this helps the teacher understand the necessity and importance of differentiated approaches depending on the language being taught. In this regard, corpus-based teaching and research has various implications for us.