As demand for Chinese language studies is increased in Korea, the proper Chinese education grammar grade basis suiting for Korean learners is inquired. However, we have to look in advance 《语法等级大纲》 set up in China for those who speak Chinese as a native language and those who speak Chinese as a second language. Then, we have to look over what organizational weakness it has when we apply it into Korean leaners. In this writing, I have described several organizational weaknesses of 《语法等级大纲》 that I've found. The first, grammar entries and grammar element which are the part of grammar unit are not properly used in 《语法等级大纲》. This might cause confusion by teaching Chinese. Second, grade range is more focused on 甲级 of grammar entries and the grade sequences are not arranged in stages. Third, the same grammar entries in systemicity between grade are described in according to the different basis. Forth, some of grammar contents are described in a different terminology even with the same contents and some of them are not in consistency throughout the chapter. Based on the weaknesses described above, I hope to find out proper grammar grade basis suits for Korean learners by examining their foreign language acquisition pattern and learning trait .

1. 들어가기
 2. 《語法等級大綱》
  2.1 제정 배경
  2.2 제정원칙
  2.3 체계
 3. 《語法等級大綱》의 체계상 한계점
  3.1 문법단위
  3.2 등급분포와 배열
  3.3 등급 간의 계통성
  3.4 표현의 일관성 및 명확성
 4. 나오기

• 위수광(부산외국어대학교 중국어학부) | Wui SooKwang