First, the study of Chinese and Chinese characters in Korea
1. 1 We * * collected 396 doctoral theses on the study of Chinese and Chinese characters (1980-2000) from the degree catalogue index of the Korean National Assembly Library. Among them, there were * * 1 15 papers in 1980s (80-89), accounting for 29% of the total number of papers, and * * 28 1 papers in 1990s (1990-2000), accounting for 765438 of the total number of papers. It can be seen that after 90 years, the research on Chinese characters in Korea has increased significantly. Among the 396 papers, there are 353 master's dissertations, accounting for 89. 1% of the total, and 43 doctoral dissertations, accounting for 10.9% of the total. The number of master's dissertations is more than that of doctoral dissertations. However, the growth rate of doctoral dissertations is higher than that of master dissertations. Master's degree thesis, 80' s 105, 90' s 248, increased to 2.4 times; The number of doctoral dissertations 10 in 1980s and 33 in 1990s increased to 3.3 times. The above data is shown in the following figure:
Total number of master's dissertations and doctoral dissertations%
Post-80s (80-89)105101529%
11990s (90-2000) 248 33 28 1 7 1%
Total 353 43 396 100%
Compared with the example, it is 89.1%10.9%100%100%.
1.2 We divide the papers into six categories according to their contents: pronunciation, grammar, vocabulary, writing, computer application and other six categories. Phonetics includes phonology and phonetics, computer applications include computer coding, recognition and application, and comprehensive research belongs to other categories. The list is as follows:
Phonetics, Pinyin, French, Vocabulary, Glossary and Word Computing Machine
In 1980s,15261837127
11990s 28 77 77 45 30 15
Total 43 103 95 82 5 1 22
Compared with the example10.9% 26% 24% 20.7%12.9% 5.6%
As can be seen from the above figure, no matter what kind of fields, the research in the 1990s has been qualitatively improved compared with the research in the 1980s. On the whole, grammar is the most studied, *** 103, accounting for 26% of the total, followed by vocabulary research 95, accounting for 24%, followed by word research 82, accounting for 20.7%, computer application research 5 1, accounting for 12.9%, and phonetics research 43. Among them, the largest increase is in vocabulary research (4.3 times), followed by computer application research (3.3 times) and grammar research (3 times).
Second, Chinese learning in Korea.
There are many Korean universities specializing in China's linguistics and literature. According to statistics, there are 5 1 universities with Chinese as their subject names. Among them, 8 universities including Seoul National University and Sungkyunkwan University offer doctoral programs. The doctoral program in the university is divided into two majors: China Linguistics and China Literature. Most students are willing to study China literature, but now the number of students studying China linguistics is increasing year by year.
The data listed above are the overall statistical results of Chinese and Chinese character learning. What needs to be explained here is that Korean sinology and Chinese character studies should be distinguished. Chinese study is the research scope of Chinese subject, and Chinese characters, as a part of Korean, basically belong to the research scope of Korean Chinese subject. There are 8 papers studying Chinese characters from the perspective of Chinese, and only 1 has appeared since 1990. The following is a separate introduction to the study of Korean Chinese characters. Here, the study of Korean Chinese characters is introduced first.
Among 396 doctoral dissertations, Chinese research papers 164, accounting for 49.5% of the total. These papers are classified as follows by age and content: 2
Phonetics, grammar, vocabulary, words, computer and other totals
In the 1980s, 0 24 2 7 0 0 33
11990s 2068241315131
Total 20 92 26 8 3 15 164.
As can be seen from the above data, the general trend of Chinese studies and Chinese character studies is generally consistent. There are far more researches in the 1990s than in the 1980s, and there are also many researches on grammar and vocabulary. In 13 1 Chinese research papers, there are11master's degree papers and 20 doctoral degree papers. There are 12 articles in ancient Chinese and 1 19 articles in modern Chinese. The study of modern Chinese is obviously more than that of ancient Chinese. In addition, there are 1 1 papers on the comparison between Chinese and Korean languages.
The contents of Korean Chinese studies are quite extensive, and the research methods are basically traditional linguistics, and some papers adopt generative linguistics. In the aspect of Chinese pronunciation, it mainly studies the initial consonant, vowel and tone system of Chinese, historical changes and the corresponding relationship with Korean. Among them, the phonological study of ancient middle tones accounts for a certain proportion. In terms of vocabulary, there are lexical system research, word formation research, synonym research, neologism research, idiom research, vocabulary comparison between China and South Korea, as well as color words and computer words. Compared with other studies, grammar research papers are numerous and rich in content, from the study of sentence components to the study of parts of speech, as well as the study of various sentence patterns. And the research is more and more in-depth, from the overall research to the study of individual adverbs and auxiliary words. There are also comparative studies of Chinese and Korean methods, but not many. At present, there is little research on writing and computer application.
In addition, there are many papers on Chinese teaching and teaching materials research, especially 7 papers on Chinese teaching and teaching materials in senior high schools. It is understood that some high schools in South Korea offer a second foreign language, and there are five second foreign languages: Chinese, Japanese, German, French and Spanish. According to the statistics of Korean Ministry of Education 1992, there are 100 high schools that choose Chinese as a second foreign language. This change will greatly enhance the status of Chinese in South Korea.
Third, the study of Chinese characters in Korea.
The situation of Chinese characters in Korea is more complicated. Although China and South Korea belong to the cultural circle of Chinese characters, Chinese characters have a long history in South Korea, but after the recovery, there was no Chinese character education in South Korea for nearly 50 years. At present, people aged 20 to 40 in South Korea basically belong to the "Korean generation". According to the survey of primary school teachers' Chinese character ability, the average score of 25-29 years old is 55, that of 30-34 years old is 49, and that of 35-39 years old is 63 (40-44: 7 1, 45-49: 77, 50-54: 87). Looking at the results of 1992, the average score of college students' Chinese character strength is also very low, 54.25. The evaluation of Chinese character strength of college students is to select the most basic 1000 Chinese characters from the 1800 Chinese characters used in Chinese education in junior and senior high schools. In this survey, it was found that 53% of college students misspelled the name of their own school and 54% misspelled the name of their own subject (for example, "administration" was written as "good conduct"). No wonder some countries no longer list Korea as a country in the cultural circle of Chinese characters.
1948, South Korea promulgated the Korean Special Law (No.6) in order to purify Putonghua, but 70% of Korean words are inevitable. Therefore, although the national laws and regulations prohibit the public use of Chinese characters, the school's language policy is to educate Chinese characters according to the provisions of the bill and under the principle of "using Chinese characters when necessary". However, with the dispute between Korean and Chinese characters, the language policy has changed repeatedly. For example, in 1968, the state issued a presidential decree to delete Chinese characters from primary and secondary school textbooks, and in 1973, Chinese characters were reused in secondary school textbooks. 1972, Chinese was designated as a compulsory course in junior high school and included in the formal education curriculum. 1995, changed to an elective course. The instability of policy has brought chaos to Chinese character education. Schools and teachers pay different attention to Chinese characters. Each school chooses different teaching materials, teaching methods and teaching contents according to its own situation, and the education is uneven. This is also reflected in the evaluation of Chinese characters of college students. In the evaluation of college students' Chinese characters, the highest score is 100, and the lowest score is 8, which is very uneven as a whole.
The Korean government finally realized the necessity of Chinese characters. 65438+1On February 9, 1999, South Korean President Kim Dae-jung signed a presidential decree, approving a plan of the Ministry of Culture and Tourism to promote the use of Chinese and English in road signs and government documents, breaking the ban on the use of Chinese characters in South Korea in the past 50 years. At present, the Korean Language Education Research Association, the National Association for the Promotion of Chinese Character Education and other academic research institutions and non-governmental organizations actively carry out the Chinese character education promotion movement, and have achieved certain results. In recent years, Korea has conducted Chinese character proficiency tests twice a year. There are more than 100 test sites in China, and the number of participants has increased dramatically year by year. There are 5-year-old children and 80-year-old people taking the test. At the strong demand of all walks of life, according to the presidential decree. 1652 1, Korean official documents and newly issued ID cards began to use Chinese characters in August 1999. They further advocate teaching Chinese characters from primary school, teaching Chinese characters as a regular subject in the primary school curriculum, and then reflecting it in the college entrance examination. There are many people who advocate the education of Chinese characters, but there are also many people who advocate the exclusive use of Korean. It will take some time and effort for South Korea to implement Chinese character education in the formal curriculum of primary schools.
The following are the statistical results of Korean research on Chinese characters and Chinese words in the past 20 years. In Korea, Chinese characters are not independent individuals, but exist in the form of Chinese characters, so we include the study of Chinese characters and Chinese words here. From these dissertations, we can see that the education sector still attaches great importance to Chinese characters and the education of Chinese characters.
Phonetics, Pinyin, French, vocabulary, words and other totals of computers.
In 1980s,152163012782
In the 1990s, 8 9 53 44 36 0 150
Total 23 1 1 69 74 48 7 232
Compared with the example, 9.9% 4.7% 29.7% 31.9% 20.7% 3.0%100%.
Among the 232 doctoral dissertations on Chinese characters and Chinese vocabulary, the research in 1980s mainly focused on the phonology of Chinese vocabulary, including the phonological system and phonological changes of Chinese vocabulary. Phonetic research in the 1990s mainly involves the study of long and short sounds, phonology and the training of commonly used Chinese characters. Chinese vocabulary is an integral part of Korean vocabulary, and few papers examine its grammatical function alone, so the research on grammar is extremely limited. There are few papers on the comparison of Chinese words with verbs and adverbs. In contrast, vocabulary research is more, and there are 69 articles about * * * *, accounting for 29.7% of the total. There are studies on the acquisition of Chinese characters, word formation, synonyms, compound words, Chinese loanwords, Chinese character guidance, comparative study of Chinese characters between China and South Korea, Chinese word frequency, scientific terms and so on, among which there are many studies on Chinese synonyms and word formation. The research on Chinese characters mostly involves Chinese character education, Chinese character guidance and education, basic Chinese character selection, meaning research of Chinese characters for education, representative training research, Chinese character writing guidance, and Chinese character education through games, pictures, calligraphy and computer networks. In computer application, it mainly focuses on Korean Chinese character conversion processing, Chinese character recognition, Chinese character frequency investigation and research, Chinese character research for computer processing, machine translation, systematic Chinese character processing and unknown word processing. In addition, there are some studies on Chinese policy, Chinese character education policy and teaching material analysis.
There are 53 dissertations on Chinese characters and Chinese characters, including 20 in primary education, 9 in junior high school, 6 in senior high school 16, and 7 in other research that is difficult to divide into stages. This shows that Korea still attaches great importance to the education of Chinese characters and Chinese characters. However, in practice, the teaching contents and methods of Chinese characters in Korea have not reached the level of * * *. At present, Chinese character education in South Korea is still a traditional teaching method. After-school Chinese character schools are still teaching ancient Chinese texts such as "Thousand-character script" and "Four-character primary school" and training Mongolian character associations. Teaching Chinese characters in class is also very casual. Some teachers use old Chinese textbooks, some teachers use newspapers, and some teachers use homemade textbooks. Chinese character teaching has not yet entered systematic education. In view of the above situation, the Seoul Primary School Chinese Character Research Association formulated "Chinese Characters for Primary Schools" in 1995, and published two kinds of Chinese character recognition books for primary schools in the following year according to this standard. However, at present, Chinese character education does not belong to the category of national education funds, and these books cannot be provided to students free of charge, nor can they be popularized in schools.
Although there is still a debate about Korean education and Chinese character education in Korea, the necessity of Chinese character education is becoming more and more obvious. Of course, the contents, methods, learning volume and teaching methods of Chinese character education still need further study and discussion.
Through the statistical analysis of Korean doctoral dissertations in recent 20 years, we can understand the situation of China studies and Chinese character studies in Korea. Generally speaking, in recent years, more and more attention has been paid to the study of Chinese in Korea, and the research has become more and more in-depth; In the study of Chinese characters, Chinese character education is the focus of Chinese character research, but it is difficult to combine it with practice at present, and it needs the support of the government and the recognition of all walks of life.