본 연구는 한국인 학습자에게 적절한 중국어교육문법체계를 설계하기 위한 중간 단계로 중국에서 외국인 학습자를 위해 제정한 『国际大纲(语法:2014)』과 『新HSK大纲(语法:2015)』을 비교분석하여 나타나는 문제점을 찾고, 활용 방안을 모색하여 한국인 학습자를 위한 중국어교육문법체계 설계의 토대 마련에 목적이 있다. 두 요목의 비교분석을 통해서 유사한 문법체계로 상호연계성을 가지고 일부 문법항목의 등급배열, 문법항목의 용어와 기술에서 몇 가지 문제점이 있음을 알 수 있었다. 첫째, 『国际大纲(语法:2014)』과 『新HSK大纲(语法:2015)』의 원칙과 구성 체계는 모두 6등급으로 동일한 문법체계로 연계성을 지녔지만 『新HSK大纲(语法:2015)』이 『国际大纲(语法:2014)』보다 난이도가 높다. 둘째, 한국인 학습자의 특징을 반영하고 등급을 고려하여 비교문, 겸어문, 把자문, 被자문등 누적식순서배열로 배열해야 할 것이다. 셋째, 문법항목의 용어와 기술에서 조동사-능원동사, 존재문-존현문, 被자문-피동문 등 혼용되고, 사용예문도 명확하지 않았다. 이런 문법항목들은 통용성을 지닌 문법항목 용어와 개념이 정확하게 기술할 수 있도록 연구되어야 할 것이다. 이상 『国际大纲(语法:2014)』과 『新HSK大纲(语法:2015)』의 비교분석을 통해 살펴본 문제점과 활용방안을 토대로 한국인 학습자의 중국어교육과 평가가 유기적인 관계를 지닌 교육문법체계가 설계되고 나아가 한국인 학습자를 위한 통용성을 지닌 교육문법요목이 마련되길 기대해 본다.

International Curriculum(2014) and New HSK Test Syllabus(2015) are teaching and testing syllabuses of international Chinese education. This study compared the grammatical systems in the syllabuses above and analyzed the correlation between them so as to make preparation for the construction of Chinese school grammar system for Korean learners. Through comparative analysis, it is found that when establishing the school grammar system, International Curriculum(2014) and New HSK Test Syllabus(2015) both divided different grammatical items, such as word classes (content words and function words), sentence constituents, special sentence patterns, common sentence patterns, moods and complex sentences into six grades. The grammar systems are roughly similar and relevant. But there are differences in the grade arrangement of some grammatical items as well as the use of terms. Firstly, according to the principle of “integrating examination and teaching together”, the overall direction and system construction of International Curriculum(2014) and New HSK Test Syllabus(2015) both show the characteristic of “six grades”. The similar grammar systems represent their relevance. However, in terms of word classes (content words and function words) and complex sentences in New HSK Test Syllabus(2015), the amount and difficulty of corresponding objects increases with the rise of grade. Special sentence patterns have been listed in the relatively low-grade learning content. Compared with International Curriculum(2014), the difficulty requirements of New HSK Test Syllabus(2015) are obviously higher. In order to maintain the consistency of the school grammar system, it is necessary to rearrange the grade of grammatical items based on the difficulty required in New HSK Test Syllabus(2015). Secondly, on the whole, the relative grade arrangement of grammatical items in the two syllabuses is done well. However, some grammatical items (such as comparative sentence, Ba-sentence and Bei-sentence) in New HSK Test Syllabus(Grammar: 2015) are arranged in a lower grade, reflecting the inconsistency between the two. There are significant differences between the two syllabuses in the accumulative grade arrangement of coverbial sentence, Ba-sentence and Bei-sentence. In view of the characteristics of Korean learners, it is essential to correctly arrange the comparative sentence, coverbial sentence, Ba-sentence and Bei-sentence according to the accumulative grade arrangement on the basis of New HSK Test Syllabus(Grammar: 2015). Thirdly, there are differences in the use of terms. For instance, auxiliary verbs and volitive verbs, existential sentence and existential construction, Bei-sentence and passive sentence and so on. The example sentences are also not clear enough. The inconsistency in the names of grammatical items increases the confusion of teachers and learners. Syllabus is a guideline which demands high objectivity, so it is necessary to narrate the grammatical items and concepts in a consistent and accurate manner. In addition, it is also necessary to lay emphasis on universality. This paper analyzed the differences between International Curriculum(2014) and New HSK Test Syllabus(2015), then probed into the solutions. The paper can become the research basis for the construction of Chinese school grammar system under the principle of “integrating examination and teaching together”, and the formulation of universal grammar teaching syllabus for Korean learners.

1. 서론
 2. 『国际大纲(语法:2014)』과 『新HSK大纲(语法:2015)』의 연계성
  1) 원칙
  2) 구성체계
 3. 『国际大纲(语法:2014)』과 『新HSK大纲(语法:2015)』의 비교분석
  1) 문법체계 비교
  2) 등급배열 비교
  3) 문법항목 비교
 4. 결론: 『国际大纲(语法:2014)』과 『新HSK大纲(语法:2015)』의 문제점 및 활용방안

• 위수광(창신대학교 중국비즈니스학과) | Wui, Soo-Kwang
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