KJCKorea
Journal Central

This study recognized the problems of traditional teaching methods in Chinese writing education and proposed the necessity of AI-powered personalized learning. In particular, it suggested AI prompt-based teaching and learning methods to overcome the limitations of New HSK Level 6 writing education and improve learning efficiency. The research results are summarized as follows: First, New HSK Level 6 writing was confirmed to be a complex task that comprehensively evaluates reading comprehension, memory, summarization, and writing skills, requiring students to read and memorize a 1,000-character passage for 10 minutes, then summarize it in approximately 400 characters within 35 minutes. Second, it was found that New HSK Level 6 writing question types can be categorized into event-centered, character-centered, and fable/classical allusion types, with each type requiring differentiated approach strategies. Third, this study proposed AI-integrated teaching methods by designing specific prompts for reading, writing, and evaluation domains. In the reading domain, prompts were presented for understanding the overall plot, key elements, and narrative structure. In the writing domain, detailed prompts were designed for grammar correction, sentence improvement, and paragraph optimization. In the evaluation domain, prompts reflecting comprehensive criteria including content relevance, logical coherence, grammatical accuracy, and format compliance were proposed.

This study presents a selection of vocabulary that should be prioritized for the sequential learning of Chinese idiom. Although the Chinese Proficiency Grading Standards for International Chinese Language Education(2021) includes 380 idioms, it lacks a structured framework for step-by-step acquisition. Chinese idioms are one of the most difficult items to learn due to their unique characteristics, and this presentation situation may be a negative factor for future related education. In this study, we propose a list of prioritized Chinese idioms through corpus-based analysis and grading of the Chinese characters that make up idioms. By limiting the grades of Chinese characters, we extracted the vocabulary that is easily accessible to learners, and selected vocabulary based on idioms that are frequently used in China. The basic vocabulary list of idioms proposed in this paper can be used as a starting point for learning idioms, which can help to gradually revitalize the teaching and learning of Chinese idioms.

This study aims to actively acknowledge the existence of the grammatical category known as "middle constructions" in both Korean and Chinese, where a base object appears in the subject position, the implied agent is an indefinite plural, and the generic attribute of the subject is described. It first examines the semantic features unique to middle constructions, which are distinguished from typical passive sentences and object-subject sentences, and then conducts a component-wise contrastive analysis of the syntactic structures of middle constructions in the two languages. Focusing on typical Korean middle constructions such as “이 문은 잘 열린다” (lit. “This door opens well”) with the structure "NP+AP+VP" and Chinese middle constructions such as “这辆车开起来真快” (lit. “This car drives really fast”) with the structure “NP+V+起来+AP”, the study conducts a contrastive analysis of their syntactic features based on sentence components (NP, AP, V) to identify similarities and differences between the two languages. This is significant for promoting a systematic understanding of Korean-Chinese middle constructions and providing a new perspective for cross-linguistic contrastive research.