가능보어에 대한 고찰

This study aims to select eight books to see if “potential complement” is sufficiently acquired and properly used in Chinese conversation textbooks, explore the reasons and problems of learners errors through analysis, and briefly suggest textbook compilation and teaching. Twelve criteria were established and analyzed, including the concept and format of “potential complement”, layout order, location of objects, three types of forms, distinction from auxiliary verb “能” and distinction between “能+V+结果补语”. Some of the results of the study are simply as follows. All eight textbooks focus only on possibility, missing an important part of the impact of objective conditions that the term potential complement does not contain. This is certainly enough to cause confusion for learners. A poor understanding of the concept of “potential complement” results in identifying it with the possible auxiliary verb “能”, and incorrect mixing because it does not know exactly what the difference is. Most of the textbooks compiled in China place a high importance on “potential complement”. This means that Chinese people often use “potential complement” in real life. on the other hand relatively Korean textbooks do not deal with “potential complement” relatively importantly.