2018, Vol., No.49

The Journal of Study on Language and Culture of Korea and China 2023 KCI Impact Factor : 0.38

pISSN : 1738-0502 / eISSN : 2635-4373
https://journal.kci.go.kr/ksclc

The “shi……de”focus construction(SD) does not include “shi” judgement sentences and it should be classified into two types: “shi……de” construction1(SD1) expresses a strongly subjective and confirmatory mood, while“shi……de”construction2(SD2) expresses an ascensive and achieved mood. SD1 and SD2 have different syntactic performances. “shi1” in SD1 is an adverb with a strong subjectivity, and “shi2” in SD2 is a quasi-adverb with a definite exclusivity. “De1” in SD1 is a particle for modality and “De2” in SD2 is a particle for state-of-affairs. SD1 confirms a situation which the hearer didn’t know beforehand, while SD2 emphasizes a certain aspect of an achieved event which has been known by both the speaker and hearer beforehand.

It is critical to research the learning strategies of Sino-Korean words. Firstly, it complements the vocabulary teaching in the current Korean language teaching. Secondly, Sino-Korean words play a very important role in Korean vocabulary. This study aims to explore efficient learning strategies of Sino-Korean words that students can independently operate and provide an efficient way for students to build up vocabulary rapidly. When we say “learning a word”, it includes two aspects. On one hand, when we see the word, we can understand the meaning of it. On the other hand, we have remembered the character of the word and mastered its usage. According to Schmitt’s theory, when we learn a word, we need to use both determination strategies and memory strategies. Using questionnaires, this study first analyzed Chinese students’ understanding of different types of Sino-Korean words. Then with a focus of determination strategies and memory strategies, this study explored corresponding learning strategies based on the types and characteristics of the Sino-Korean words.

Since the approval of the “Pinyin Scheme” on February 11, 1958, Pinyin has been implemented in China for 60 years. In the past 60 years, Pinyin has been continuously revised and standardized. It has also played an important role in the auxiliary reading of Chinese. Pinyin has become an indispensable part of Chinese learning. In recent years, with the rapid economic growth in China, More and more people around the world are keen to learn Chinese. With the publication of the "Declaration on the Resurrection of Chinese Characters" by South Korean President Kim Dae-jung, more and more Koreans realize the importance of Chinese and many Chinese training classes are set up in Korea. Even in 2016, the Chinese language was listed as second foreign language by the Korean Ministry of Education and it has already been opened as a class in primary, secondary, and junior high schools of Korea. Since the establishment of diplomatic relations between China and South Korea in 1992, phonetic symbols have been replaced by Pinyin. And also, Pinyin has been implemented in Korea for 25 years. Regardless of China or Korea, the teaching work of Pinyin has been done for decades. Therefore, it is necessary to do a summarizing research on the Pinyin education in both China and Korea. Through the research of current status of Chinese and Korean Pinyin education, the drawbacks of Chinese and Korean Pinyin study can be found. And it is helpful for finding a good improvement scheme. At the same time, China and Korea can learn educational experience from each other so that to promote the communication of each cultural.