중국인 한국어 학습자의 텍스트 생성과정 고찰

A study of text formation process of Chinese Learners of Korean Language

The purpose of this study is to find aspects that Chinese learners acquire general conditions and rules and to seek the possibilities of their education through textual analysis which Chinese learners of Korean language form in terms of text-linguistic approach and interlanguage. For this, it is main analysis objects that are paragraph construction, which is the basic unit of text construction as well as the unit beyond sentences, the connection between paragraphs on the Korean text focusing on native language(L1) influence related with paragraph construction, and inner conjunctive markers in paragraph. Research data include total 2,044 sentences and 18,709 phrases, which derive from 42 pieces of essays of Korean essay contest in the whole China. Results of data analysis means that Korean paragraph construction of Chinese learners influence on ways of paragraph construction of their native language, Chinese language. That is, in Korean language, in order to complete a paragraph as well as the connection between paragraphs, it must possess a ‘small topic sentence’ and ‘arguments’ in support of it. However, in case of Chinese language, besides this construction between paragraphs, ‘transitional paragraph’ or ‘emphasized paragraph’ plays a part in the connection function between paragraphs. Korean text which Chinese learners of each grade wrote is affected by Chinese paragraph classification. Also, in a respect of inner construction of Korean paragraph, short sentences seen on the Chinese text are frequently used, and Chinese learners omit conjunctive markers in Korean paragraph. On the other hand, due to Korean text's characteristics emphasizing conjunctive markers, Chinese learners consciously try to use conjunctive markers, such as the ending connectives or conjunctive words, but happen to fail in accurate choice. In conclusion, to improve Korean writing education, based on the study of Korean text formation process of Chinese learners, inquiry activities model is required to help Chinese learners perceive influential relationship of native tongue-interference as obvious forms with Korean language knowledge in writing education practice.