지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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초록· 키워드
오류제보하기
This study suggests an effective way of teaching the double subject construction in Korean to Chinese learners. In Korean school grammar, the double subject construction is treated as a sentence with a predicative clause, but this was not a reasonable explanation. The double subject constructions in both Korean and Chinese can be reasonably explained as the structure of the “topic-subjectpredicate.” A comparison of the double subject constructions in Korean with those in Chinese revealed some commonalities and differences. In the belonging and location construction, Chinese learners should be taught that NP1 is not the subject but the topic, and the commonality in the double subject construction of Korean and Chinese should be emphasized. However, in the psychological adjective and possession construction, the differences between Korean and Chinese must be emphasized. Chinese learners must be taught that the predicate of the double subject construction is an adjective, and not to express sentences using the “NP1eun/ neun NP2eul/reul VP” construction.
목차
1. 머리말 2. 한중 이중주어문의 대조 분석 3. 이중주어문의 교육적 활용 4. 맺음말
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