| Abstract: | 本文探討新漢語水平考試應試教材之分析, 選取中韓兩國出版之新 HSK3 級應試輔導教材《HSK 標準教程 3》與《使用一本書通過新 HSK3 級》進行對比分析, 這兩套教材分別為中韓兩國具影響力的華語教材。本研究根據新 HSK 考試大綱, 針對兩套教材, 從整體編排、詞彙和語法、課文及練習等方面進行分析, 並且探討韓國學習者的語言背景、選擇華語教材的偏好、應試教材的影響力等。選取 HSK 三級這個等級作為探究主題是由於 HSK 三級往往為華語學習者學習歷程的轉捩點, 有些人會繼續學習通過四級, 但有些人則不再繼續, 因此 HSK 三級應試教材在華語學習階段中扮演了重要的角色。本文透過兩套教材的比較以及分析問卷調查的結果, 從中發現二者的個性與共性, 希冀能為韓國國內的華語學習者提供選用教材的參考指標, 並從教材開發與編寫的角度提出以下建議: 一、增加漢字分析的內容, 比如易混淆字、繁簡字等; 二、調整教材編寫的整體結構和版式設計; 三、增加與新 HSK 真題有關的模擬題, 以利於學習者掌握漢語水準考試的形式; 四、增加文本閱讀的詞語切分、句子斷句等內容, 增強學習者對華語詞彙的知識; 五、針對性地在華語教材中專門設置類似「提醒」板塊或環節, 增加華語和韓語之語言特徵對比的內容。本研究旨在幫助華語學習者增進應試技巧, 同時能在實際使用華語時能對自己的偏誤予以改進, 避免犯一些特有的「韓式」發音或語法錯誤, 進而提高華語交際能力。
This study compared the two HSK examination-oriented materials, “HSK Standard Course 3” and “All You Need for the New HSK Level 3,” which are influential in China and Korea, respectively. According to the New HSK Exam Syllabus, the current study analyzed the two educational materials in terms of the overall arrangement, vocabulary and grammar, text and workbook, and then investigated the language backgrounds of Korean learners of Chinese, their preference about choosing Chinese learning materials, and impact of the examination-oriented materials. The reason why these two textbooks were chosen, specifically with the new HSK level 3 in mind, is that the 3rd level of the HSK becomes a turning point for those that are learning the Chinese language. Some may continue their learning of the Chinese language by moving on to take the 4th level of the HSK, while for some this is the level they discontinue to do so. Thus, the textbooks for HSK3 play a crucial role in Chinese language learning. Through comparing the two materials and conducting questionnaire surveys, the study aims to explore their individuality and commonality, and further offer review comments for Korean learners of Chinese as a foreign language in Korea. It also intends to provide suggestions for textbook development and compilation as follows: 1) add more analyses on Chinese characters, such as confusing characters, traditional and simplified characters; 2) adjust the overall structure and layout design; 3) increase more new HSK mock questions to make learners familiar with the test format; 4) add more content about word segmentation and sentence parsing in order to enhance learners’ understanding of Chinese words; 5) specifically target comparisons between linguistic features in Chinese and Korean. This will not only introduce non-linear ways to learn the Chinese language but the diverse ways in which it can be effectively learned as well. |
