중국인 한국어 학습자의 중간언어 연구

Abstract

본 연구는 중간언어를 이루는 학습자 언어의 모든 형태에 주목하여, 설문 분석을 통해 한국어 교육에서 중간언어가 갖는 교육적 기능을 구체적으로 제시하고자 한다. 중간언어는 학습자들이 목표어를 학습하며 구축해나가는 모국어도 목표어도 아닌 중간 단계에 위치한 독립적인 언어 체계(Selinker, 1972)이므로, 이 언어 체계에는 학습자의 목표어에 대한 이해와 표현의 양상이 함축되어 있다고 볼 수 있다. 다시 말해, 중간언어를 연구하는 것은 학습자의 목표어에 대한 이해도 및 학습 과정을 파악하고 학습자가 어떤 사고(思考) 과정을 거쳐 목표어를 도출하는지 그 양상을 연구하는 것과 같다. 학습자의 중간언어에는 목표어 문법 체계를 기준으로 그 체계에 적합한 형태와 적합하지 않은 형태가 모두 공존한다. 목표어 체계에 적합하지 않은 형태는 오류 분석 가설에서 다루는‘오류’의 개념으로, 기존의 대조 분석 가설이나 오류 분석 가설에서는 이 오류에만 초점을 맞추어 학습자 언어를 연구해왔다. 그러나 오류 분석의 방법으로 학습자 언어를 연구하는 것은 학습자 언어에 대한 총체적인 이해가 부족하다는 점에서 많은 비판을 받았고, 이러한 한계점을 보완하려는 노력의 일환으로 중간언어 이론이 대두되었다. 하지만 중간언어 이론에 근거한 연구들은 여전히 학습자 언어에서‘오류를 분석’하는 수준에만 그치고 있어 학습자가 목표어를 어떻게 이해하고 있는지, 다음 단계의 중간언어로 발달시키려면 어떤 교육적 자극이 필요한지 등과 같은 문제를 해결할 수 없다. 이에 본고는 학습자 중간언어에 나타나는 모든 형태의 언어들, 즉 오류뿐만 아니라 목표어 체계에 알맞은 형태의 언어까지도 함께 다루어‘학습자의 목표어 이해 정도’와‘학습자의 목표어 표현 과정’에 대한 중간언어의 총체적인 양상을 연구하여, 위 두 가지 양상에서 발현되는 중간언어의 교육적 기능을 구체적으로 제시하는 것을 목적으로 하겠다. 이를 위하여 Ⅲ장에서는 다음과 같은 설문 조사의 절차를 설계하였다. 먼저 중국인 고급 학습자를 대상으로 2회의 예비 설문 조사와 1회의 본 설문 조사를 거쳐 학습자들의 중간언어 자료를 수집하였다. 두 차례의 예비 설문 분석 결과에 대한 평가를 바탕으로 본 설문 조사를 설계하였다. 이와 같은 설문 조사의 절차를 거쳐 수집된 자료들을 본 연구자가 분석하여 중간언어 변이와 목표어에 알맞게 도출한 표현들을 우선 분리하고, 각 세부 항목들을 교육적 기능이 같은 항목별로 유형화하였다. Ⅳ장에서는 Ⅲ장에서 실시한 설문 조사의 자료를 분석하여 중간언어의 교육적 기능을 탐색하고자 하였다. 중간언어 변이는 음운, 문장 성분 및 문장 구조, 문법형태소, 단어 형성 과정, 문장 호응 관계에 대한 학습자의 이해 정도를 파악하는 근거로서 기능하였고, 또 올바른 목표어 형태의 중간언어는 타 학습자가 다양한 표현 방법의 가능성을 인식하게 하고, 이질적인 양국의 문법 구조를 전환시키는 법을 배우며, 모국어의 특수 표현을 한국어 등가 표현으로 바꿀 수 있도록 하는 모방 학습의 전범으로서의 기능을 한다. 이처럼 목표어 체계에 적합하지 않은 중간언어와 목표어 체계에 적합한 중간언어가 모두 기능에 맞게 교육 자료로써 활용된다면 학습자 언어에 대한 총체적인 이해를 바탕으로 교육하는 것이 가능할 것이라 전망된다. |This study was executed to pay attention to all types of leaner languages which compose Interlanguage and to specifically suggest Interlanguage Educational Functions in Korean Education through empirical analysis. As Interlanguage is an independent language system(Selinker, 1972) which is located in the middle stage, not a mother language that learners are studying and building target language, it can be considered that learners' understanding about target language and expression aspects are implied in this language system. In other words, to study Interlanguage is like to identify learner's understanding and learning processes about target language and to study the thinking processes learners can deduct target language. In learner's Interlanguage, all types exist which are suitable and not suitable for the system on the basis of target language standards. Type which is not suitable for the system is a concept of 'error' which is covered in error analysis theory and in existing contrastive linguistics or error analysis, learner language has been studied focusing on only this error. However, to study learner language as an error analysis method has been much criticized in the aspect that overall understanding about leaner language is insufficient and consequently, Interlanguage theory has been on the rise as one of the efforts to compensate this limitation. But, because studies based on Interlanguage theory still stay at the level to 'analyze the errors' in leaner language, the problems cannot be solved like how the learners understand the target language and what educational stimulus is required to be developed as next step Interlanguage. Therefore, objective of this study is to cover all types of languages in learner's Interlanguage which are not only the errors but also all types of language which are suitable for target language system and to study Interlanguage overall aspects about 'understanding level of leaner's target language' and ' learner's expression process about target language and finally to specifically suggest Interlanguage educational functions which are revealed in two aspects. For this, following survey processes are designed in chapter III. First, targeting high level Chinese language learners, learner's Interlanguage data were collected with 2 times preliminary survey and one time main survey. Based on the evaluation about two time preliminary survey results, main survey was designed. Data which were collected through the above survey processes were analyzed by the researcher, and expressions were classified first which were deducted to be suitable for Interlanguage modification and target language, and finally, each detailed categories were classified as the items which have same Educational Function. In chapter IV, Interlanguage educational functions were studied by analyzing the survey data which were executed in chapter III. Learner's Interlanguage functions as the base to identify the learner's understanding level about phoneme, sentence constituents and structure, grammatical morpheme, vocabulary formation process, sentence sequence relationship. And, Interlanguage which is a correct type of target language functions as a sample of imitation learning to makes other learners understand the possibility of various expression methods, learn how to convert heterogeneous grammar structures of both countries and change the specific expressions of the mother language to identical expressions in Korean language. Like this, if all Interlanguage which are suitable and not suitable for target language system are used for educational materials suitable for all functions, to educate based on overall understanding about learner language is expected to be possible. Based on Interlanguage theory, this study analyzed learners' understanding and expression processes about target language in depth by focusing on not only the errors in learner language but also correct target language types, and through this, this study has a meaning in suggesting the specific Educational Functions of leaner's Interlanguage.; This study was executed to pay attention to all types of leaner languages which compose Interlanguage and to specifically suggest Interlanguage Educational Functions in Korean Education through empirical analysis. As Interlanguage is an independent language system(Selinker, 1972) which is located in the middle stage, not a mother language that learners are studying and building target language, it can be considered that learners' understanding about target language and expression aspects are implied in this language system. In other words, to study Interlanguage is like to identify learner's understanding and learning processes about target language and to study the thinking processes learners can deduct target language. In learner's Interlanguage, all types exist which are suitable and not suitable for the system on the basis of target language standards. Type which is not suitable for the system is a concept of 'error' which is covered in error analysis theory and in existing contrastive linguistics or error analysis, learner language has been studied focusing on only this error. However, to study learner language as an error analysis method has been much criticized in the aspect that overall understanding about leaner language is insufficient and consequently, Interlanguage theory has been on the rise as one of the efforts to compensate this limitation. But, because studies based on Interlanguage theory still stay at the level to 'analyze the errors' in leaner language, the problems cannot be solved like how the learners understand the target language and what educational stimulus is required to be developed as next step Interlanguage. Therefore, objective of this study is to cover all types of languages in learner's Interlanguage which are not only the errors but also all types of language which are suitable for target language system and to study Interlanguage overall aspects about 'understanding level of leaner's target language' and ' learner's expression process about target language and finally to specifically suggest Interlanguage educational functions which are revealed in two aspects. For this, following survey processes are designed in chapter III. First, targeting high level Chinese language learners, learner's Interlanguage data were collected with 2 times preliminary survey and one time main survey. Based on the evaluation about two time preliminary survey results, main survey was designed. Data which were collected through the above survey processes were analyzed by the researcher, and expressions were classified first which were deducted to be suitable for Interlanguage modification and target language, and finally, each detailed categories were classified as the items which have same Educational Function. In chapter IV, Interlanguage educational functions were studied by analyzing the survey data which were executed in chapter III. Learner's Interlanguage functions as the base to identify the learner's understanding level about phoneme, sentence constituents and structure, grammatical morpheme, vocabulary formation process, sentence sequence relationship. And, Interlanguage which is a correct type of target language functions as a sample of imitation learning to makes other learners understand the possibility of various expression methods, learn how to convert heterogeneous grammar structures of both countries and change the specific expressions of the mother language to identical expressions in Korean language. Like this, if all Interlanguage which are suitable and not suitable for target language system are used for educational materials suitable for all functions, to educate based on overall understanding about learner language is expected to be possible. Based on Interlanguage theory, this study analyzed learners' understanding and expression processes about target language in depth by focusing on not only the errors in learner language but also correct target language types, and through this, this study has a meaning in suggesting the specific Educational Functions of leaner's Interlanguage.