한자 어휘의 교수․학습법에 관한 연구

Abstract

Chinese vocabulary began to have been mentioned since an area of vocabulary appeared in the 2007 revised curriculum of sino-Korean education. Unless we exactly know the concept of vocabulary before we know its importance, we can not understand the meaning of Chinese sentences. If students know little Chinese vocabulary, it is getting harder for them to understand intensive problems or contents. Therefore, the importance of teaching Chinese vocabulary has been emphasized, and its weight has been getting heavier in the 2011 revised sino-Korean curriculum. The 2011 revised sino-Korean curriculum focuses on reinforcing independence of sino-Korean study through reading Chinese writing. Emphasizing to learn Chinese writing is to highlight its independence as an independent subject and emphasizing learn Chinese vocabulary to meet practical needs in linguistic life. It is understood that emphasizing independence and practical use of Chinese writing through vocabulary learning is to secure its identity. Under our linguistic condition that 70% of Korean language is Chinese characters, our society recognizes the importance of Chinese characters and needs them. Therefore, learning sino-Korean words which can not be connected with reading Chinese writing should be avoided and it is necessary to learn knowledge on Chinese writing which can lead to learning Chinese writing. There is a little difference in importance of sino-Korean ∙vocabulary∙diction, but they are equally elements necessary for reading Chinese writing. In addition, to learn Chinese writing based on contents and to emphasize its natural characteristics, learning vocabulary is most important. Therefore, middle school Chinese writing textbooks should consider the importance of learning vocabulary which is closely connected with identity of Chinese writing, and contents of each area which are presented in the area of vocabulary should be organized for balanced learning for each grade. This study aims to examine whether vocabulary presented in the curriculum is evenly allocated for textbooks of each grade. Also, it is to speculate how effectively the vocabulary presented in the textbooks will be taught for learners. Through materialized sino-Korean words centering on Chinese writing textbooks, students can have basic capability in vocabulary to read Chinese sentences and understand textbooks through vocabulary. Also, this study is to help students have ability to read Chinese writing using entertaining nature of the language through vocabulary rather than grammatical learning.