모국어 표현 방식이 중국어 산출 활동에 미치는 영향에 관한 연구 - '對'구문을 중심으로 (A study on the effect of different L1 expression how to influence L2 expression)

서지정보

· 발행기관 : 한국중국언어학회
· 수록지 정보 : 중국언어연구 / 66호 / 261 ~ 284페이지
· 저자명 : 박교리

초록

“對”字句作爲一種特殊句式, 也有相應的一般主謂賓(SVO)句式。“對”字句與SVO句相比算不上主流形式, 但它們都是以適應於不同語境用不同方法表達出同一個意義的。“對”字句屬於判斷、評議句, SVO句則屬於敍述句, “對”字句是表達主語對確定的人或物俱有某種態度或實施某種行爲, 俱有積極主動的色彩, 表達評論的功能, SVO句則是一般性地敍述某一事件。從語體上說,“對”字句比SVO句較多地表達出書面色彩。
那麽, “對”字句强調的是甚麽?是介詞的賓語, 還是謂語動詞? 對此, 硏究者各持所見, 卽有些人認爲, 選擇使用“對”’字句是說話人有意强調謂語動詞所支配的對象, 將其作爲一個重要的信息處理達於廳者, 有些人認爲, “對”字句强調的不是謂語動詞所支配的對象, 而是謂語。
“對”字句的構成是“施事+對事+動核”, 施事主要是指動作行爲的發出者, 在句法上作主語, 它一般由具體名詞或名詞性短語充當, 多用來指人, 對事指施事發出動作所針對的對象, 主要用介詞“‘對”來引出, 置於動詞前, 作狀語, 它旣可以指人, 也可以指物., 將施事和對事聯繫起來的動詞或動詞短語是及物性的, 謂詞與對事有潛在的塔配關係。
“對”字句中介詞“對”對應於韓語助詞“에 대해”, 而 “對”字句可以轉換爲用“에 대해”的韓語句式, 此一句式又可以轉換爲用另一種韓語助詞“을”的句式, 此一句式又可以轉換爲漢語SVO句式。鑑於此, 本文進行了實驗, 考察韓國被試從L1到L2的轉換中如何表現出母語制約的情況。同時, 隨着語言水平的提高, 被試所犯下的偏誤類型演變成甚麽樣子。結果顯示, 中級階段的被試嚴重受到L1干擾, 習得漢語介詞結構不够完善, 高級階段被試雖不受L1的干擾, 在L2活用上過於單調, 有待培養豐富生動的L2活用能力, 爲此, 敎師須努力講解能使用“對”字句的條件, 勉勵學習者有效使用“對”字句和其他特殊句式。

영어초록

"對"sentence as a special sentence, there is a corresponding general SVO sentence. Compared to the SVO sentence, the sentence is not a mainstream form, but they are all adapted to the different ways to express the same meaning. The words belong to judgment, appraisal, SVO sentence is the narrative sentence, subject all have a certain attitude or behavior to determine the implementation of a person or thing of sentence is expressed, there are positive color, expression function, SVO sentence is the general narrative of an event. From the style of writing, "對" sentence more than the SVO to express a written color. "對" corresponding to the Korean word "에 대해", and "에 대해" words can be converted to "對"sentence, this sentence can be converted to another Korean word "을/를" sentence, this sentence can be converted to Chinese SVO sentence. In view of this, this article has carried on the experiment, inspects South Korea to be tested from L1 to L2 in the transformation how to display the situation which the mother tongue restriction. At the same time, with the improvement of their language, subjects evolved into what types of errors committed by the way. The results showed that the intermediate stage was seriously disturbed by the L1, the acquisition of Chinese preposition structure is not perfect, the advanced stage was not affected by L1 interference, in L2 use too monotonous, to cultivate rich and lively L2 use ability, therefore, teachers must strive to explain the use "對" sentence conditions, encourage effective learners use "對" sentence and other special sentence.

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