본고에서는 유형론 연구에 기반하여 가장 전형적인 ‘능격-절대격’ 언어에서 능격동 사가 어떻게 실현되는지 살펴보았고 한·중 능격동사의 판단기준, 유형, 특징을 알아 보았다. 아울러 능격동사와 비슷한 개념인 절대격동사, 비능격동사, 비대격동사들의 정의와 하위분류들을 살펴보고 능격동사와의 차이점을 제시하였다. 그리고 한·중 능 격구문의 실현양상을 제시하고 그 통사적 특징을 분석하였으며 능격구문과 관련된 중간구문, 사동구문, 피동구문의 실현양상, 판단기준, 발전과정을 살펴보았다.

본고에서는 ‘-더-’와 ‘来着’가 쓰인 용례를 통하여 양자의 범주 소속, 화용적 기능, 통사적 특징, 양태성 등 측면에서 공통점과 차이점을 살펴보았고 또한 하나의 문법 표지가 여러 범주에 걸쳐 나타나는 이유를 문법화의 각도에서 해석하였다. 결론적으 로 ‘-더-’와 ‘来着’는 완료상 표지로써 상이한 서술어와의 결합을 통해 사용 문맥이 확대되고 주관화, 재분석 등 기제로 인하여 인식양태, 증거양태로 문법화 되었다.

Tense, aspect and epistemic modality belong to the background information of sentences and have the effect of transforming virtual events into actual events. Linguistic typology studies show that the development of future tense into epistemic modality is a common feature of human languages. The future tense markers "- 겠 -" and "Yao" in Korean and Chinese language have the conceptual meanings of "speculation" and "intention", which are used to describe the future events. The description of the future events can be divided into objectively inevitable events and subjectively inevitable or possible events. For these two cases, due to the uncertainty of future events, both of them show strong subjectivity. Therefore, they are closely related to epistemic modality. Epistemic modality can be divided into three categories according to the speaker's certainty of subjective evaluation: inevitability, possibility and virtuality. This study aims to find out the similarities and differences of "- 겠 -" and "Yao" in syntax, semantics and pragmatics, and explain the cognitive mechanism behind the differences by comparing the degree of grammaticalization and subjectification.

The development of new technology, new economy and new society requires us to cultivate compound talents of knowledge + technology + skills。 But There is a dislocation and inconsistency between higher education and the development of new technology, new economy and new society. If such inconsistencies are to be overcome, "capability-based" education is particularly important. This thesis explores the domestic and foreign research background of service learning in foreign language learning, and investigates and analyzes empirical cases of service learning in Chinese language teaching at domestic and abroad. According to my investigation, there are only four research papers on the use of service science in the Chinese classroom: Two of these papers are examples of Chinese culture teaching and Heritage language learning for Chinese American students,The other two are Chinese teaching research for foreign students in China, and Chinese teaching in Korean classrooms. Based on the above analysis, several suggestions are made for the application of Korean university service learning in college Chinese lessons.

This paper aims to apply the theory of “Production-oriented Approach” to Business Chinese Case Teaching, and explores its applicability through classroom teaching.In the process of teaching practice, we chose the subject of localization of multinational enterprises as the teaching content, carried out business Chinese case teaching according to the teaching steps of the POA“drive-promote-evaluate”and conducted interviews and surveys on the effect of classroom teaching, summarized the advantages and disadvantages of business Chinese teaching based on the POA. Finally, We put forward some suggestions in terms of the improvement of teaching ability learning ability and the teaching process.

한·중 수교 이래 경제교류가 날로 늘어남에 따라 비즈니스 중국어 학습에 대한 수요가 대두되기 시작하였으나 이에 대한 연구나 분석이 아직 많지 않은 실정이다. 본고는 한국 내의 비즈니스 중국어 수업현황, 학습현황, 비즈니스 교재현황에 대해 검토하였고, 학습자 수요를 파악하기 위해 수요분석 이론과 기존 연구를 바탕으로 학습수요를 물질적 수요, 심리적 수요, 비즈니스 중국어에 대한 수요, 교육과정과 평가에 대한 수요 등 네 가지로 재분류 하였다.이러한 분류에 따라 중국어 학습자 총 302명을 대상으로 3년의 시간간격을 두고 온라인 설문조사를 실시하였고 그 결과 직업별, 중국어 수준 별 학습자 수요는 상이하게 나타났다. 위와 같은 분석결과를 토대로 효과적인 비즈니스 중국어 교육을 위해 교재편찬, 수업설계, 평가에 대해 간략하게 제언을 하였다.

With the wide application of new information technology in the field of education, blended learning, as a new learning model, has attracted more and more attention in the field of Chinese education. Blended learning is an organic integration of classroom teaching and online learning, and it is a student-centered and teacher-led teaching model. Blended learning is a blending of on-line learning and off-line learning in the form of learning, but the deeper level is a blending of four aspects. That is, the blending of learning theories, the blending of learning resources, the blending of learning environments, and the blending of learning methods. This paper introduces some basic concepts of blended learning and related research status, investigates and analyses the steps and methods of Applying Blended Learning in Chinese teaching in China and Korea, and expounds the problems of blended learning in Chinese teaching practice. Blended learning seems to provide us with unlimited possibilities, but we must avoid blind application in the process of application. We must blend all kinds of teaching elements flexibly and reasonably according to the actual situation of Chinese teaching scene.

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.

Tandem Language Learning method is a form of autonomous foreign language learning. Its main purpose is to better grasp the target language or understand the target culture. The two learning partners are not only foreign language learners but also native speakers.They are also "experts" of their respective languages, countries and cultures. In this kind of communication, they will break the barrier of language and remove cross-cultural misunderstandings. Tandem Language Learning is a good opportunity to continue to improve the learner's ability to express the target language, as it provides the opportunity to communicate with a native speaker and makes intercultural learning possible. Tandem Language Learning method is also a learning method of PBL (Problem-based learning) model. It not only expands learners' ability to judge language, but also improves learners' problem-solving ability and team cooperation ability. The purpose of this paper is to simply introduce the tandem language learning method that has not been widely promoted in Asia and to analyze the feasibility of applying the learning method in Chinese and Korean language teaching. Investigation and Analysis of Application of Tandem Language Learning Method in Chinese and Korean Classrooms of Korean Universities. Summarizes several problems that have arisen in the application of this learning method, and provide some references for effectively improving the teaching level of Chinese and Korean.

In the teaching of Chinese as a foreign language, Ba-construction is a difficult grammar items. In the study of Chinese ontology, there are quite a few articles on Ba-construction, and the study of Ba-construction in Chinese as a foreign language teaching has also achieved remarkable results. In recent years, more and more attention has been paid to the teaching of Ba-construction and based on contrastive analysis or language acquisition research. The study of Ba-construction is gradually developed from the background of the cross-linguistic to the background of specific native language . The students' mother tongue has a great influence on Ba-construction learning. Korean is an Altaic language and Chinese is a Sino-Tibetan language. There is a big difference between the two languages. The deep semantic relations of Chinese language are expressed by superficial syntactic relations of Korean language, and The differences between different semantic types and semantic orientations directly affect its correspondence in Korean language. The Ba-construction with different Semantic type have neat corresponding forms in Korean. However, Korean students try to find the similarity between the sentence pattern and native language in the process of Ba-construction acquisition, so make a lot of error sentences. This paper tries to classify Ba-construction into four categories from the perspective of semantic type and the corresponding characteristics of Korean, and discusses the teaching methods of Ba-construction for korean students.

Tandem是一种外语学习方法，这种方法建立在两个不同母语者合作的 基础上，目的是相互学习对方的语言，或者更多了解语言伙伴的民族文化。 对于外语学习者个人而言，Tandem学习法使得学习者足不出户，在一个实 际的语言环境中学习外语变得简单了，因为它提供了与一个母语者进行交际 的机会。它不仅提高了学习者的自主学习能力和团队协作能力，也使得跨文 化的学习过程成为为可能，扩展了语言的判断能力。 在欧洲，Tandem学习法从八十年代后期受到大家喜爱并得到广泛推 广，目前在德国已经制度化地固定下来。在德语地区最有名的当然是波鸿- 鲁尔大学。在中国，目前只有一篇关于Tandem学习法应用的硕士论文。在韩国，釜山外国语大学首次引进了该学习法，应用于汉语、韩国语、泰国 语、越南语、俄语等外语教学，自2009年第一学期到现在共进行了5个学 期。因为该学习法尚处于引进试用阶段，期间出现了许多关于应用Tandem 学习法的具体研究，大部分研究都集中在学习法的介绍和在课堂应用时出现 的一些问题的提出等，没有更深层次的、用具体数据来进的行研究。 本文试图用比较客观的数据来分析在汉语课堂中Tandem学习法适用的 情况。根据每个学习者的特点即性别组合、外语水平组合，对跨国文化的理 解程度的组合，测量汉语学习者的Tandem学习能力。根据本文统计出来的 数据结果将继续调整和完善Tandem学习法在汉语课堂中的应用，并且将结 合外语习得理论进行更深层次的研究。