華語及韓語時間詞語之對比分析及教學應用

A Contrastive Analysis of Chinese and Ko-rean Time Phrases and its Teaching Applica-tion

本文以華語和韓語之時間詞為主，從對比分析的角度探討其使用異同。華語和韓語許多時間詞發音及用法皆有其相似之處，如韓語漢字詞「년（年）」和「오（午）」。另外時間詞組之語序亦同，華語的「下（個）週末」對應至韓語亦是「다음（下）주말（週末）」。然而較為不同的是，華語可使用方位詞作時間詞的表達，而韓語的本字詞並不使用方位詞表示時間，比如韓語「下個週末」的「下」，並非使用表方位的「아래（下面）」和「주말（週末）」結合成「아래주말」，而是使用「다음（下次）」和「주말」的結合，但韓語漢字詞之方位詞則可表示時間，比如「상（上）순（旬）」。
基於兩個語言時間詞和詞組的異同現象，本文以華語文教學的角度進行比較，藉此預測韓籍學生學華語時間詞時，哪些屬於零教學，哪些具有難點，研究方法如下:首先參考《中文聽說讀寫》、《新實用漢語課本》、《當代中文課程》，選出初級常出現的時間詞做為基本對比研究項目，另外也從華語方位詞所延伸的時間詞進行對比，使用Prator（1967）的難易度層級作為語言基本難易度預測的準則，藉此研究進行教學應用之建議。

This article aims to compare time phrases between Chinese and Korean through contrastive analysis. Chinese and Korean time phrases share many similarities both in pronunciations and usages, e.g., the Korean년“nyeon”(year) and Chinese年“nián”(year), and Korean오“o”(noon) and Chinese午“wǔ”(noon).
In addition, the word order of time phrases is similar too. Chinese“下(next)週末(weekend)”corresponds to Korean“다음(next)주말(weekend)”with the same word order. However, the difference is that Chinese uses localizers to express time; Korean does not, except words that originate from Chinese.下in“下(next)週末(weekend)”is a localizer meaning“below”and can be used to mean“next”;다음in“다음(next)주말(weekend)”does not indicate direction or location; a locative word like아래(below) cannot be used to indicate“next”, but다음(next time); only expressions that originate from Chinese can be used to express both time and location, e.g.,하in“하(next)순(ten days)”(the last 10days of a month), and in“지(ground)하(below/under)”(underground).
Based on the similarities and differences of time phrases in the two languages, this study compares the two languages’time phrases through the aspect of teaching Chinese to speakers of Korean to predict their degrees of difficulties. This study is as follows:
First, select time phrases as items for comparison. This study selects localizers that can express time as well as time phrases that are from the three commonly used beginner level textbooks: Integrated Chinese, New Practical Chinese Reader, and A course in Temporary Chinese.
Second, use Prator’s hierarchy of difficulty to compare those items with their Korean counterparts and predict the levels of difficulties to further offering suggestions in teaching Chinese to speakers of Korean.