본 논문에서는 上古漢語(AC)와 알타이제어 간의 비교음운학적 연구방법론을 이용 하여 한국어 ‘바다(海)’의 어원을 밝혀 보고자 했다. 說文解字의 ‘孛聲’系字 분석을 통해 “餑·孛·悖·馞·㴾·浡·勃·㪍·郣·渤 [*PVT]/{旺盛} 同源語群”을 재구했고, 알타이제 어의 어휘 비교를 통해 공통알타이어祖語 [*büdV](두꺼운, 굵은)에서 파생되는 “[*P VTV-]/{膨脹·厚·肥大} 알타이諸語 同源語群”을 재구해냈다. 최종적으로 ‘孛聲’계 “餑·孛·悖·馞·㴾·浡·勃·㪍·郣·渤 [*PVT]/{旺盛}동원어군”과 “[*PVTV-]/{膨脹·厚·肥 大} 알타이제어 동원어군”을 통합하여 廣義의 “[*PVT-]/{旺盛·肥大} 漢-알타이 동원 어군”을 재구해냈다. 한국어 ‘바( ｣바 다)(海)’은 어근이 [pat-](받)이며 중심의미가 “넓고 旺盛하며 큰(大)” “받[厚大·旺盛]+” 의 형태로 분석되며, 이 말은 “[*PVTV-]/ {膨脹·厚·肥大} 알타이제어 동원어군”에 속하며, 궁극적으로 “[*PVT-]/{旺盛·肥大} 漢-알타이동원어군”에 통합된다.

However, with the rapid development of information technology, dialects are slipping away. People are gradually ignoring and forgetting local dialects and traditional culture. The loss of dialects will surely lead to the loss of traditional culture. As a language and culture research enthusiast, I hope to make people know more about their own language by studying and comparing more dialects. As the mother tongue, dialect will directly affect the acquisition of the second language when we learn the second language, which not only has a positive role in promoting, but also has a negative role in hindering, which requires us to have a deep understanding of the two languages and a comprehensive comparative study. Suzhou and Hefei belong to the wu-speaking area and the jianghuai guanhua area respectively. Although they are two dialects, they are connected with each other from the geographical position. It can be seen that there must be some common characteristics and differences between the two dialects. Based on a comparative study of the languages of Suzhou and Hefei, the author chooses to present the modern pronunciation of the Chinese ancient pronunciation of rusheng characters in the two places, and analyzes and explains the differences between the initial and final vowels of the dialects respectively, so as to find out the differences between the two dialects.

How to make a Korean student who learns Chinese know China in no time? In this article, the author studies the Chinese cultural factors in four Chinese textbooks of the Korea high school, investigate the choosing, presenting and explaining of the cultural factors in language textbooks, also combines the experience of compiling the textbooks and teaching Chinese as second language pedagogy, the author proposes that ten central culture subjects should be put up in the basic Chinese textbooks, centering on the culture subjects, picking over some cultural factors which must have the representativeness, closing to students’ life, inspiring the interest in learning and the strong spirit of the times, all these would be presented in the way of culture pictures and vocabulary, adding some statements to further articulate the culture content, to help the students set up a full and actual cultural cognitive frame, and the culture pictures should be typical, multifarious and authentic, and the presentation modes should be in Korean, Pin Yin and Chinese character throughout the text, the statement should be simple and clear. This article emphasizes in the basic Chinese textbooks, and the high school Chinese textbooks should be more about matching the choosing, presenting and explaining of the local culture vocabulary, to help the students who learn Chinese accumulate local culture vocabulary and culture statement.