In ancient Chinese, “shou (首) and “tou (頭)”, both of which were synonyms, referred to the human head. However, they were different from each other in the senses of the original, extended, and style meaning, respectively. The original meaning of “shou” refers to “head” with emphasis on the face, and “tou” refers specifically to “top of head”. In terms of the extended meaning, the most remarkable difference between “shou” and “tou” is that “shou” has the usage of verb while “tou” does not. “Tou” is grammaticalized as a suffix while “shou” is not. Therefore, we deduce the reason why “shou” and “tou” are not extended synchronously, and reach a conclusion that the core meanings of the two words are different. The core meanings confine the semantic changes of the synonym. In addition, the usage of verb of “shou” and the grammaticalization of “tou” have been explained at the core meaning level, respectively. As for the style meaning, “shou” is thought to be more elegant than “tou”.

Korean-Chinese Learner’s Dictionary, which was compiled by the National Institute of Korean Language, is a web dictionary translating Korean Basic Dictionary into Chinese. As more and more Chinese wanted to learn Korean, the National Institute of Korean Language planned for the translation. A research team in Korea University carried out the project for 3 years from 2016 to 2018. The main focus of the project was to present Chinese counterparts with Korean headwords by translating them into Chinese.　 This paper aims to provide an overview of the compiling project, Korean-Chinese Learning Dictionary, the principles applied to the actual translation process, and to examine the current status of the Sino-Korean headwords and the detailed translation method. In Chapter 2, the review of the purpose, steps, and progress of Korean-Chinese Learner’s Dictionary is provided. Chapter 3 presents the statistical results of the Sino-Korean headwords in Korean-Chinese Learner’s Dictionary. In addition, the detailed principles applied to the process of Chinese translation are reviewed along with the main cases by the headword type. Moreover, the characteristics of the cultural vocabulary and the band system according to them are discussed.

The paper introduces KorLex, Korean WordNet, which uses Princeton WordNet (PWN) as a reference model as well as a pivot that provides KorLex with the multilingual interface. Sub-section 2.1 describes the background for which we intended to build KorLex by ourselves, and the motivations for which we selected PWN as a reference model among other wordnets. Sub-sections 2.2 and 2.3 deal with the semantic features that share both PWN and KorLex, and the linguistic features that we attach to KorLex in order to improve Korean Language Processing (KLP). Section 3 presents two representative applications of KorLex in the field of Natural Language Processing: (1) in KLP environment, <Korean Spell/Grammar Checker (KSGC)> that we have developed for the last 30 years, and for which we decided to elaborate KorLex version 1.5 and to attach the sophisticate information of Korean language to the version 2.0; (2) in multilingual environment, <Korean-Korean_Sign_Language Machine Translation (K2KSL MT)>, which would not be successfully developed without the hierarchical semantic structure of KorLex as well as PWN, since the hierarchy enables K2KSL MT to solve logically the notorious ‘data sparseness (= lack of lexicon)’ problem that KSL encounters during the translation process, like in other bilingual or multilingual MT systems.

With the arrival of the Fourth Industrial Revolution, our education has been increasingly focus on developing students' ability of questioning, discussion, communication and collaboration. However the Harvard learning method is in line with the current educational focus. To make the Harvard learning method can be applied to any level of Mandarin students, including entry level student who just started to learn initial consonant and syllable rime. Therefore, the purpose of this article is planning to introduce the method to Korean Mandarin class to enhance Korean student language learning ability. The thesis emphasize the application structure and detailed practice of Harvard Chinese learning method in the following chapters. Introduce the significance of the Harvard learning method for Chinese learning. In the following second chapters will focus on explain what is Harvard learning method base on prior study. How to design the actual operation process will be described more in the third chapter. The thesis make a sound analysis and exposition of three Harvard teaching modules: class design, actual practice and post study assessment. In the final chapter, brief the Harvard learning method future research interests integrate students feedback.

This article makes a textual research on the characters of “机”, “据”, “據”, “𤧫”, “脺”, “熇”, “㸌”, “薳”, “𨗨”, analyzing the reasons for the Homograph. Through consulting various kinds of literature, this paper makes a supplementary explanation for the missed sounds and meanings of Grand Chinese Dictionary in order to put forward personal opinions on the editing and editing of contemporary large-scale dictionaries, and also contributes to the analysis, examination, and compilation of identical words in large-scale dictionaries.

독일 괴팅겐 대학교 동아시아 연구소 한학과 학생들은 첫 해에 번체자를 배우고, 다음 학년 학기에는 번체자를 계속 쓰거나 간체자로 전환하는 것 둘 중 하나를 선택할 수 있도록 규정하고 있다. 간체자를 선택한 학생은 이 때 쓰기에서 번체를 간체자로 전환하는 것을 학습하였는데, 이 때 이들만의 독특한 한자 오류가 나타남을 확인할 수 있다. 예를 들어, 전에 배운 번체자의 영향을 받아 여행을 뜻하는 간체자 旅游를 번체자인 旅遊로 쓰거나, 亲眼을 親見眼 으로 쓰는 것과 같은 예이다. 필자는 이 전환 시기에 출현한 한자 쓰기 오류가 외국 국적의 학습자가 범하는 오류와 상이함을 발견하였고, 이것이 필자의 연구 동기가 되었다. 본 연구는 중국어를 학습한 독일 국적 학습자들이 번체자에서 간체자로 한자 사용이 전환되는 시기에 발생하는 다양한 한자 오류 현상을 위주로 연구를 진행하였다. 대상은 독일 괴팅겐대학교 동아시아 연구소의 한학과 학생이었으며, 연구 자료는 대상 학습자가 매주 한 편씩 지은 글 총 42편을 대상으로 하였다. 본 연구의 문제의식은 두 가지이다. 하나는 '이러한 과도기에 생긴 한자 오류 현상은 무엇?'이며, '먼저 번체자 학습을 완료한 학습자가 다시 간체자를 학습할 경우, 건의할 학습 방법이 어떤 것이 있는가?'이다. 연구 절차는 대상 학생이 간체자를 이용하여 한 달 내에 쓴 글을 수집하고 쓰기에서 나타난 한자 오류들을 분석하여 귀납하는 방법을 사용하였으며, 마지막으로 이를 토대로 교학 건의를 도출하였다. 연구 결과는 다음과 같다. 한자 오류 유형은 필기오류, 부건 오류, 同音字와 音近字의 잘못된 대체 오류, 번체자의 잘못된 대체 오류, 그 외 다양한 종류의 기타 오류들이다.

This paper summarizes the current research situation of the characters used in Chinese dialects. It is considered that the research features of the characters used in Chinese dialects are mainly manifested in three aspects: the universality of the subjects, the diversity of materials, and the long time and space. Furthermore, future research on the characters used in Chinese dialects prospects from the materials, theories, methods, and perspectives of the research.

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.

본 논문의 목적은 시중 A1 등급 교재 4종에 사용된 어휘의 등급별 분포와 어휘 반복 횟수를 밝히는 데 있다. 이를 위해 시중 A1 등급 교재 4종을 선택하여 ‘새단어’를 중심으로 어휘 등급 분포와 어휘 반복 횟수를 살펴보았다. 교재 4종 모두 1등급 이외의 어휘가 54%-68%로 너무 많았다. 등급 외 어휘들도 대단히 많았다. 교재 4종 모두 26-35%가 등급 외 어휘였다. 교재 4종의 1등급 반복 횟수 4회 이상의 어휘가 47-74%로 상대적으로 높은 수치를 보인다. 하지만 2등급은 반복 횟수 4회 이상의 어휘가 13-25%, 3등급의 경우 5-33%, 4-6등급은 0%, 등급 외 어휘들은 6-8%를 나타냈다. 전반적으로 어휘 반복 횟수가 상당히 낮음을 알 수 있다. 어휘 빈도수와 어휘 반복 횟수를 높이기 위해서는 나선형 혹은 순환형 주제 배열 교재와 기능 분리형 교재가 더욱 많아져야 한다.

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.

Modern Chinese Dictionary, one of the most popular language reference books in Mainland China, has been published in seven editions by the end of 2016. As the most important and comprehensive revision was published in 2012, the 6th edition laid the foundation of the next version. The article makes a comparison between the fourth (supplement edition in 2002), fifth and sixth edition of Modern Chinese Dictionary in the changes of entries, phonetic notations, meanings and styles of standard revision in order to reveal the difficulties of the dictionary compilation. On the other hand, based on the evolution of the theory and practice, Modern Chinese Dictionary still needs to be modified constantly.

Fanqie (反切) is a traditional method of indicating the pronunciation of a Chinese character by using two other Chinese characters, one having the same consonant as the given character and the other having the same vowel (with or without final nasal) and tone. There are seven problematic aspects regarding Fanqie (反切) phonetic notation of polyphonic characters in The Grand Chinese Dictionary, 漢語大詞典. The first, the cited Chinese characters used as phonetic notations are wrong; the second, the attributions of phonological status about some polyphonic characters are not correct; the third, one or two phonetic notations are missing among several pronunciations of the polyphones; the fourth, the materials for phonetic evidences are neglected; the fifth, the evidences of some ancient sounds are lagging because of not finding the earliest evidence in citing ancient sound; the sixth, the main sounds and the secondary ones are reversed; and the last, the selected Chinese characters are not appropriate in some Fanqie phonetics.

The debate and struggle on traditional and simplified Chinese characters cannot be ignored in the context of Chinese international education. Standing on which Chinese Character teaching position should be considered on the features of this two characters systems and learner’s personal experience. Different positions will have different effects on Chinese teaching difficulties, the difficulty of Chinese teaching is the Chinese character, on this premise, the effects of traditional and simplified Chinese character to Chinese learning cannot be ignored especially. Based on the analysis of 3000 traditional and simplified Chinese characters, we draw the conclusion that the significantly decrease of simplified characters’ strokes is far priors the negative effects on characters’ motivation. Furthermore, we suggest that simplified Chinese characters should be chosen at the primary stage of TCSL globally.

Chinese often use some pronouns as Exclamatives tone markers, such as "zhe" "Na" "zheme" "name" "Shenme", and they can be noun phrases, adjective and verb phrases constitute a minority of some commonly used exclamation structure, these exclamation structure have different features. The author intends to syntactic structure, semantic features and pragmatic aspects of a preliminary study on them. The adverb marked exclamatory sentence features: first, if the adverb in the exclamatory sentences, then the sentence is generally exclamation exclamatory center adjectives, state adjectives cannot be used in exclamatory sentence; second, adverb as a marker of exclamatory sentence semantics is expressed according to the speaker's subjective standard, objectivity weak. This kind of Exclamatives objective level is relatively low, the subjective color is very obvious, this type of exclamatory sentence is judged from the speaker's subjective standard, objective understanding and others are not consistent. The characteristics of exclamatory sentences marked by pronouns are as follows: first, when the "Ni" "zhe" and the noun predicate constitute an exclamatory sentence, the way of expressing feelings is negative. General ellipsis. "Ni" "zhe" after the addition of nominal predicate exclamatory sentences can only use the second person pronouns. But behind the plus noun predicate, second person or third person can use; second, "Shenme" "hedeng" "zenme" "Zenyang" "duoshao" interrogative pronouns in exclamatory sentences are used to represent the exclamatory mood, then you no longer have the pronoun itself with the interrogative mood.

『漢語大字典』 제2판은 모두 60,370개의 표제자를 수록하고 있다. 범례에 따르면 중요한 원칙 에 따라 한자 자음의 역사적 변화와 발전의 원칙을 적당하게 반영한다라고 되어 있다. 곧 한자의 현대음, 중고음, 상고음을 표기하고, 그 중 중고음의 반절은 『廣韻』과 『集韻』을 주요 근거로 삼았다. 그러나 세밀히 이 자전에 표기된 중고음을 관찰해 보면 간혹 실수 혹은 누락된 것이 보인다. 자서와 운서에서 다르게 읽히는 것 또한 토의할 만한 내용이다. 본문은 『經典釋文』을 비롯하여 『廣韻』, 『集韻』 등의 중고 문헌을 토대로 『漢語大字典』 제2판 중 “虫”, “觀”, “治”, “閧” 등의 한자의 음표기 문제를 살펴봄으로써 다음 수정판의 제작에 보탬이 되고자 한다.

2010년 출판된 『漢語大字典』은 기존의 자서에서 보였던 오류나 수록 글자 수,자형의 통일 등의 문제에 있어 초판에 수정을 하는 동시에 근래 이루어진 언어문자학과 사전학의 연구 성과를 반영하여, 주음이나 석의(釋義), 용례의 제시와 검색 등 여러 방면에서 적지 않은 변화를 보여주었다. 그러나 한어대자전은 수록 한자에 있어 고금의 자형을 함께 수록함으로써 책의 부피가 대형화 되었으며, 일반 대중화되고 제2판도 수정되었음에도 불구하고 여전히 여러 방면에서 소홀하거나 잘못된 부분들이 존재하고 있다. 본문은 『한어대자전』 제2판 중에서 “厲”, “匡”, “共”, “仵”, “假”, “匕” 등의 한자가 석의(釋義) 상에 나타난 몇 가지 문제를 지적하고 그에 대한 견해를 밝혀 다음 수정에 도움이 되고자 한다.

Stroke is the most basic element in modern Chinese character structure unit, normalization and standardization of stroke cannot only be essential to literacy teaching, and writing, retrieval and computer processing of Chinese characters, but can further improve normalization and standardization levels of Chinese characters. However, there are lots of disputes about many issues of stroke in academia, and contents about stroke in modern Chinese teaching materials in colleges and universities are inconsistent. Ten representative teaching materials of Modern Chinese are selected in this article to take strokes in these teaching materials as study object for comparison and analysis of classification, names and sequence of strokes, so as to give suggestion to normalization and standardization of strokes. The teaching materials involved in this article include: Modern Chinese (the 4th revised edition) written by Huang Borong and Liao Xudong in 2007, referred to as “Huang and Liao‟s Version”; Modern Chinese written by Hu Yushu in 1992, referred to as “Hu‟s Version”; New Modern Chinese written by Zhang Bin in 2002, referred to as “Zhang‟s Version 1”; Modern Chinese written by Zhang Zhigong in 1982, referred to as “Zhang‟s Version 2”; Introduction to Modern Chinese written by Shao Jingmin in 2001, referred to as “Shao‟s Version”; Modern Chinese written by modern Chinese teaching and research office of Department of Chinese Language and Literature of Peking University in 2000, referred to as “Bei‟s Version”; Modern Chinese Character Outline written by Su Peicheng in 2001, referred to as “Su‟s Version”; Modern Chinese Tutorial written by Xing Fuyi① in 1986, referred to as “Xing's Version"; Modern Chinese written by Zhou Yimin in 2006, referred to as “Zhou's Version”; Modern Chinese written by Ma Guorong in 1990, referred to as “Ma's Version”.

古代文章當中有叫‘反訓’的特殊訓詁現象, 所謂‘反訓’是指一個詞同時具 有相反對立的意味而言的。例如, ≪論語ㆍ泰伯篇≫有一句說, “舜有五臣, 而天下治. 武王曰: 予有亂臣十人。” 這兒的‘亂臣’表示‘治臣’的意思, 但在 ≪孟子ㆍ滕文公下≫的“孔子成春秋, 而亂臣賊子懼。”中的‘亂’表示搗亂的意 思。如此, 把一個詞同時有相反或相對的意項的詞, 在訓詁學上叫‘反訓詞’。 本稿從這一思路出發, 觀察反訓的由來, 幷通過分析其例子, 要査明反 訓的産生原因和類型。 反訓可分爲內部與外部的成因。內部的成因是由起因於本意的分化和引 伸而産生的。外部的成因是由起因於本意和通假關係而産生的。本意分化反 訓又可分爲‘美惡同詞’, ‘施受同詞’, ‘相對同詞’。通假反訓可有本意和通假意 之間的反訓與通假意之間的反訓兩種。有一些學者根本不同意通假反訓, 但 我認爲一個詞不僅有包括本意和引伸意內部的意項, 而且有起因於假借和通 假的外部的意項, 詞意之間的關係幷不重要, 一個詞旣然有着相反意或相對 意活用的話, 按照其活用結果, 反訓現象也是自然而然地産生的。

중국어를 모국어로 사용하지 않는 학생들의 중문 능력을 효과적으로 향상시키 는데 있어, 읽기를 강화하는 것은 매우 중요하고도 현저한 효과가 드러나는 방법 이다. 그러나 효과적인 독해의 목적에 도달하기 위해서는 학생들의 한자 능력을 발전시키고 공고하게 하는 것이 우선적인 임무이다. 본 연구의 주요 목표는 Dr. David Rose가 제안했던 Reading to Learn 학습이 론에서 출발하여 그림책 교육의 과정에 결합시켜 어떻게 하면 비화교 학생들의 중국어 학습이 효과가 극대화할 수 있으며, 이를 토해 그들의 한자 습득과 읽기, 쓰기 능력을 향상 시킬 수 있는가를 논의하였다. 본 연구는 액션 러닝 기법을 이용하였는데, 이들의 행동을 연구하는 기간 동안에 연구원과 유관 중학교의 부교장은 비화교 학생들의 한자 사용 능력이 향상되 어, 읽고 쓰는 능력에 이르는 것 외에도 위에서 제기하였던 방법을 실제 어떻게 운영하여 얼마나 비화교 학생들의 그림책 읽기의 흥미와 효과를 높일 수 있는지 를 알고 싶어 하였다. 연구결과를 통해 우리는 Reading to Learn 학습법이 그림책을 결합한 교육인 ｢文類教學法｣을 운용할 때 비화교 학생들의 한자 습득과 읽기 능력이 증가함과 더 나아가 읽기에 대한 흥미를 진작시킬 수 있음을 확인하였다.

要有效提高非華語中學生的中文能力，閱讀是其中一個重要而效果卓著的方法；而要達到有效閱讀之目的，發展並鞏固學生的識字能力，更是首要之務。本研究之主要目標乃探討由 Dr David Rose 提出的「從閱讀中學習」(Reading to Learn) 的學習理論，在結合圖畫書教學的過程中，如何能有效促進非華語中學生學習漢語，從而提升其中文能力。與此同時，研究員及有關中學的副校長，也希望在提高非華語中學生的識字能力，以至閱讀能力之餘，更能進一步檢視上述方法，能否同時提高非華語中學生閱讀圖畫書之興趣與效能。