• Cross-Cultural Studies
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• v.31
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• pp.309-330
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• 2013

This paper aims to examine distribution and patterns of Women(我們) on Chinese conversation textbook, and also suggest that Chinese class need to impose pragmatic perspective. For this purpose, this paper explores 35 Womens in 42 conversation units on three Chinese textbooks Hanyu Kouyu vol.1~3 at first. Women is more contributed on 'exclusive Women' among three categories (inclusive, exclusive, borrowed) than other two categories, is also contributed on 'symbolic usage' than 'gestural usage'. Second, this paper examines patterns of Women on the three categories. It shows: first, 'inclusive Women', 'exclusive Women', 'borrowed Women' all show up on the textbooks even though on the textbook vol.1(for beginner) surprisingly; Second, 'exclusive Women' may be a primary one of three categories in terms of the coverage of Women. Women covers those who are related with the speaker regardless of being on the spot, and also covers those which the speaker belongs to, for example, nationality, ethnicity etc. Consequently, the results show that Chinese speaking course, from now on, needs to consider pragmatic factors including existing semantic and syntactic factors, and from the pragmatic perspective, impose 'action'(including speech act, body gesture etc.) on Chinese conversation class for the learners' improvement in Chinese speaking.

• Cross-Cultural Studies
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• v.40
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• pp.133-158
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• 2015

This study aims to analyse the conversation structure on Talking Culture("說漢語 淡文化") that is one of the conversation textbooks about Chinese culture and investigate Chinese textbooks published in Korea and Japan from a integration point of view among language, literature and culture for improving upon the problems on Talking Culture. For this purpose, this study, before analysing and investigating, considered the concept of language socialization on learning Chinese as a foreign language, and on the basis of it, analysed the conversation structure of Talking Culture. And then this study examined how we should organize the structures and contents when making conversations in Chinese textbook related with culture in compared with the Chinese textbooks published in Korea and Japan. In conclusion, this study argues that when composing a conversation textbook with culture, we not only need to pay attention not to have an inclination for conversation structure, but need to make use of the contents in Chinese literary and culture works for organizing conversations from the perspective of integration among language, literature and culture.

• 중국학논총
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• no.72
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• pp.25-45
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• 2021

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+結果補語". 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.

• Cross-Cultural Studies
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• v.49
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• pp.127-150
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• 2017

The objective of this study is to classify the conversations in Chinese textbooks into four social units (speech community, speech situation, speech event, speech act) adopted by Dell Hymes (1972), and suggest application of the results involving the conversation to the curriculum of Chinese education. Towards this end, this study assumes every conversation in the Chinese textbooks as coordination of specific speech events and acts under specific situations. This study introduces the concept of social unit adopted by Dell Hymes (1972), and elucidates their role in conversation. Thus, this study reconsiders the conversations recorded in the textbooks not from a morphological or syntactic viewpoint but from a speech perspective. Finally, this study suggests effective use of the results in the Chinese conversation classes.