본 연구는 중국어 말하기 교육에 적용할 수 있는 과제 유형을 모색하고, 이 과제 를 활용한 구체적인 교수 방안을 제안하는 것을 목표로 한다. 초급과 중급, 전공과 교양 중국어 수업에 ‘대화문을 서술체의 단문 형태로 바꾸어 말하는 과제’를 적용하 여, 학생들이 자주 범하는 오류의 유형과 원인을 분석하였다. 분석 결과를 토대로 실 제 수업 적용 시 주의할 점과 적용 방안을 모색하였다. 교수자와의 상호작용, 팀 활 동, 모범문장 소개 3가지 적용 방안을 제시하였다. 오류 유형을 목록화하여 교수 및 학습에 활용되길 바란다.

In this study, among the tasks that can be applied to Chinese language classes, “ialogue sentences are converted into short sentence forms in stories.” Tasks of this kind were presented to learners at beginner, intermediate and advanced levels, the results of the work performed were reviewed, errors that students often encountered and the causes of errors were analyzed. This assignment was applied to a total of three subjects: third- and fourth-year students and beginner-level Chinese language lectures. Errors at the grammatical and sentence level are in the tasks of students. At the intermediate and advanced levels, there are not many grammatical errors. At the sentence level, when transforming the shape of a sentence, it is not smooth to change the sentence structure according to the structure and meaning of the sentence. Common errors include errors in vocabulary selection, adding unnecessary information or speculative content, and errors in the use of conjunctions. At the beginner level, grammatical errors are more common due to relatively little understanding of grammar and sentence structure. If you look at the types of errors, there are errors in vocabulary, grammar, word order, and sentence structure. Analysis of the results of the error type led to several improvements.

【초록】
1. 연구목표
2. 연구 방법
3. 과제 오류 분석
    1) 초급 과제 분석
    2) 교양과 전공 과제 오류 특징
    2) 중급 과제 분석
4. 수업 적용 방안
    1) 교수자와의 상호 작용
    2) 모범문장 소개
    3) 팀 활동
5. 결론
【참고문헌】
【논문초록】

• 오현주(울산대학교 중국어중국학과 강사) | Oh Hyun-Ju