전통 초학교재를 활용한 한문 문장구조 학습에 관한 연구

Abstract

This study analysed Sino-Korean sentence structure for traditional elementary textbooks for organized learning of sentence structure. First, the status of learning sentence structure in Sino-Korean textbooks for middle and high school was investigated to discover problems with it and through the sentence structures in the『Thousand-Character Text』and『Chugu』, traditional elementary learning textbooks, a learning model was presented. As a result of investigating the conditions for sentence reading comprehension learning in Sino-Korean textbooks for middle and high school, the following facts were discovered: First, students did not have organized knowledge on sentence structures which is fundamental for sentence reading comprehension. Second, educational programs where students can practice reading sentences were not sufficient. As an alternative, it was suggested that students require organized and repetitive learning through the use of more examples in traditional elementary textbooks. Therefore, this study analysed the sentence structures in the 『Thousand-Character Text』and『Chugu』which were most frequently used for traditional Sino-Korean education and the following results were obtained: First, the『Thousand-Character Text』and『Chugu』are composed of 250 words and phrases with one phrase of four syllables (or word roots). The structures are divided into three: a subject+a predicative, a predicative+an object, and a predicative+a complement. In using these texts students learned words and phrases with basic sentence structures through repetitive learning and their reading skills were enhanced. Second,『Chugu』is a textbook where an antithesis chosen from a good quatrain is used to nurture emotion and writing skills in learners. It has a type of five syllables and one phrase and presents basic sentence structures in diverse ways through which learners can learn sentence structure in an organized and repetitive way. As『Chugu』is the first textbook children used in learning Chinese poetry in the Joseon period, it will be helpful for learners who are not good at learning. Based on the results of this study, it was suggested that repetition of basic structures of short phrases followed by gradually learning longer sentences is effective to enhance Sino-Korean reading skills. That is, repetitive learning of basic sentence structures is important. Traditional elementary textbooks are helpful for extensive reading and repetitive learning. For effective sentence reading comprehension, students have to understand sentence structure precisely. In conclusion, if traditional elementary textbooks are used for learning sentence structures, they will be very effective for enhancing sentence reading skills.