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A Study on the Difficulty Levels of Korean Students' Acquisition of the Polyfunctional Word "给" in Chinese

  • The Journal of Study on Language and Culture of Korea and China
  • Abbr : JSLCKC
  • 2024, (74), pp.119-140
  • DOI : 10.16874/jslckc.2024..74.005
  • Publisher : Korean Society of Study on Chinese Languge and Culture
  • Research Area : Humanities > Chinese Language and Literature
  • Received : October 10, 2024
  • Accepted : November 20, 2024
  • Published : November 30, 2024

Shi, Tian wu 1

1한국가톨릭대학교일반대학원 국제중국어교육 박사과정

Accredited

ABSTRACT

The Sinicization and localization of Chinese textbooks have become key research areas in both Chinese and Korean language education fields. When designing Chinese textbooks for Korean learners, it is crucial to consider their native language background and specific characteristics of Chinese language acquisition, in order to tailor the instructional difficulty and grammatical annotations accordingly. Based on this premise, the present study takes the polyfunctional word "给" (gěi) at the beginner level as a case study. Firstly, it examines the distribution of this word in current Chinese textbooks used in Korea and finds that the sequencing of "给" varies across different textbooks. Secondly, the study synthesizes existing views on "language difficulty grading" and proposes two key principles for assessing the difficulty of "给" for Korean learners: "cross-linguistic difference comparison" and "examination of productive discourse." Finally, the study applies these two principles to establish a difficulty ranking for the uses of "给" from easiest to most difficult: “给1” > “给3” > “给2” > “给4”. This ordering provides guidance for the future compilation of Chinese textbooks for Korean learners and the design of Chinese language instruction.

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