After Korea and China established diplomatic relations, the number of Korean-Chinese people living in Korea shows a significant increase. Especially, in Korea, the number of the students who go to universities or graduate schools is increasing every y...
After Korea and China established diplomatic relations, the number of Korean-Chinese people living in Korea shows a significant increase. Especially, in Korea, the number of the students who go to universities or graduate schools is increasing every year. The reason accounting for this situation is that the Korean-Chinese learners can express themselves well in the Korean language and they prefer to study in Korea. However, Korean and Chinese Korean are generated from the same language system, but because the environments in which they are used are different, there emerges many differences. Furthermore, the Korean-Chinese learners are also realizing this problem. Although they can communicate in Korean, they also feel difficult in using the language sometimes. For example, they may not use the words well or smoothly or naturally. Therefore, this study is aimed to provide support for the vocabulary studies and pray for the coming of language unification era by examining the characteristics of the Chinese-Korean vocabulary, revealing the differences between Korean vocabulary and the Chinese Korean vocabulary and proposing efficient Korean vocabulary education method for the Korean-Chinese learners.
In chapter 1 the introduction, the research purpose and necessity were revealed. Based on the existing studies, the differences between Korean and Chinese Korean were reviewed. Furthermore, in the final part, the research subject and research method were presented.
Chapter 2 was divided into 3 parts. Firstly, the development process of Chinese Korean vocabulary was figured out. The standard period of Korean-Chinese immigration started in the middle of the 19th century. After they moved into China, the language system of the Chinese Korean was remained, while influenced by China, many new words appeared. Therefore, in this study, the development process of the Chinese Korean was divided into four steps and the formation of the Chinese Korean vocabulary was examined. The problems of the Chinese Korean education were figured out. Finally, the current situation of the Korean-Chinese learners living in Korea was examined.
In chapter 3, the differences between Chinese Korean vocabulary and Korean vocabulary were figured out. The differences of vocabulary were analyzed by dividing them into oral vocabulary and written vocabulary. The difference of written vocabulary was analyzed by dividing it into orthography and vocabulary. In the orthography, there are differences mainly in Saisiot, the marking of the initial sound of a word and the marking of vowels. These result from the difference of the language principle between Chinese Korean and Korean. The Chinese Korean is influenced by the language system of the North Korea, so its language principles are more close to that of the North Korea, but Korea presents the spelling system of Hangul separately and the orthography of the Korean vocabulary is newly arranged. The difference of written vocabulary was analyzed by dividing it into three types, the Sino-Korean words, native words and foreign words. Sino-Korean words and native words seem similar and many words are both used in Chinese Korean and Korean, but it can be known that the meaning of the words may be widened or narrowed greatly. Therefore, in this chapter, the lexical meanings of the Korean vocabulary and Chinese-Korean vocabulary were reviewed. Based on this, the differences were figured out. As for foreign words, in Chinese Korean, many loanwords are being used still with the influence of Japanese, but in Korean, these expressions are no longer used. In addition, there are differences in the marking of foreign words between Korean and Chinese-Korean.
In chapter 4, the education method for Korean-Chinese learners was designed. When the method was designed, it was aimed to change the receptive vocabulary into expressive vocabulary, which can be seen as the vocabulary enhancement. For the construction of the education method, a survey with the students studying in the university or graduate school as subjects was conducted. Moreover, based on the results of the survey, the purpose of vocabulary education was proposed. The Korean vocabulary education method for the Korean-Chinese learners was presented by dividing it into presentation stage, use stage, practice stage and confirmation stage.
In chapter 5, after organizing the discussion mentioned above, the significance and limitations of this study and the issues that need to be solved in the future were proposed.
한∙중 수교이후 한국에 거주하고 있는 중국 조선족은 점점 더 많아지고 있는 추세를 보이고 있다. 특히 한국에서 대학교 혹은 대학원을 다니는 학생의 수가 매년마다 증가하고 있는 것을 ...
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