汉语词汇与韩国语汉字词的比较研究
摘要
本论文以中国汉语水平考试委员会制定的《汉语水平词汇与汉字等级大纲》中的汉语词汇为主要研究对象,并结合我本人十几年来学习汉语和教授中国人学习韩国语的经验和体会,扩展了一部分大纲以外的词汇,词汇总量为2986个。其中选择了1772个《汉语水平词汇与汉字等级大纲》中有对应的韩国语汉字词的词汇,占总词汇量的59%。具体地说,在《汉语水平词汇与汉字等级大纲》的1033个甲级词汇中选择了245个,占甲级词汇总量的23.7%,占本论文所研究词汇总量的8.2%;在2018个乙级词汇中选择了595个,占乙级词汇总量的29.5%,占本论文所研究词汇总量的19.9%;在2202个丙级词汇中选择了537个,占丙级词汇总量的24.4%,占本论文所研究词汇总量的17.9%;在3569个丁级词汇中选择了395个,占丁级词汇总量的11.1%,占本论文所研究词汇总量的13.2%。大纲以外的词汇1214个,占总词汇量的41%。
论文以最简明的表达方式和分类方法,对这2986个汉语词和韩国语汉字词进行了比较研究,并按照汉语拼音的顺序做了整理,以期对汉语和韩语学习者及教授者有所帮助。我坚信本论文将为他们提供很大的方便。
本论文共分为四部分:
第一部分:引言。简要介绍了本课题研究的目的和任务、研究的范围和方法、大体探讨了先前对此类课题所做的研究、本课题研究的理论意义和应用价值。
第二部分:介绍现代汉语和韩国语汉字词的概况。本部分以对比的方式,分别介绍了现代汉语和韩国语汉字词的形成过程,以及随着岁月的变迁各自所发生的变化而导致了不同特征的形成。
汉字词在韩国语中虽然占有很大比重,但现在的汉字词,与其传入时的汉字词相比,无论在形式还是意义上都有了很大的变化。因此对它们的形成和特征的了解具有重要意义。
第三部分:现代汉语词汇和韩国语汉字词的比较。本部分采用归纳和比较的方法,深入研究了现代汉语词汇和韩国语汉字词,并将其分为五大类:同形同义词,2199个,占总词汇的73.6%;同形异义词,114个,占总词汇的3.8%;同形部分异义词,284个,占总词汇的9.5%;异形同义词,384个,占总词汇的12.9%;异形异义词,5个,占总词汇的0.2%。文中以韩文、中文简体和中文繁体三种文字写出,以期成为方便韩国人和中国人的共同学习资料。其中对异形同义词下属小类做了具体说明和穷尽性列举。
第四部分:结论。陈述研究结论及研究工作的某些不足。
Chinese Proficiency Test (HSK), originally created to assess the language skill of foreign students, has become the world's most prestigious test to measure Chinese skills. With the increasing number of Chinese learners around the world, HSK has been attracting more and more interest in recent years. In particular, Korea is one of those countries, actively utilizing HSK to measure people's Chinese skill level, ranked No 1 in the applicant number of the test.
It's often said that one's degree of command of a language depends on his amount of knowledge on its vocabulary. Accordingly, the core objects of the study on this paper include Chinese vocabulary on the outline of Chinese Language Proficiency Test Level that China National Committee of HSK publicized. With focus on 2-syllable words among the words on the outline, I've proceeded with the research further, successfully managing to acquire additional words from personal experiences of the 10-year Chinese learning and about a year of Korean teaching to Chinese people. By adding these newly identified words to those core words listed on the outline of the Chinese Language Proficiency Test Level, the final number of target words for the study reaches at 2986. The composition of2986 words is as follows by 5 categories; 'Synonyms in same forms', absolute majority of 5 categories, accounts for 73.6% with 2199 words; 'Homographs' for 3.8 % with 114 words; 'Conditional homographs' for 9.5% with 284 words, 'Synonyms in different forms' for 12.9% with 384 words; 'Heterographs' with different meanings for 0.2% with 5 words.
The paper is designed and written to help both teachers and students of the Chinese and Korean languages in their teaching and learning efforts by concise explanations and practical classifications, acquired from comparative study of contemporary Chinese and Sino-Korean Vocabulary. I hope this paper will eventually help people learn Korean and Chinese more easily and effectively.
The paper is composed of four parts:
Part I, introduction of the research, briefly introduces its purpose and tasks, study scope and methodology, reviews of the previous papers with similar topics, and lastly its meaning and possible applications in the near future.
Part II: The understanding of contemporary Chinese and Sino-Korean vocabulary (or Hanja-eo) which refers to the set of words in the Korean language that originated from or were influenced by Chinese language. This section discusses the formation process and characteristics of contemporary Chinese and Sino-Korean vocabulary. Accounting for more than 60% of all Korean words, Sino-Korean vocabulary has changed in their forms and meanings since their introduction to Korea long time ago, which makes it important to understand the formation process and characteristics of contemporary Chinese and Sino-Korean vocabulary.
Part III: Comparative study of contemporary Chinese and Sino-Korean vocabulary.
In part III, the paper progresses its research into the contemporary Chinese and Sino-Korean vocabulary with 5 different categories, using the methodology of classification and comparison. As the paper's written in all related languages - Korean, Chinese Simplified, and Traditional Chinese, both Chinese and Korean learners will be able to utilize this paper as their learning material without difficulties. Comparing contemporary Chinese with Sino-Korean vocabulary, the paper classifies them in 5 main categories, and classifies some of them again in sub-categories, where required, with lots of practical explanations and examples for learners'better understanding.
In Part IV, the paper summarizes research findings again, and describes future tasks, not covered in the paper for reasons. For your information, I'd like to advise that some terms used in the paper may require further study and validation.
论文以最简明的表达方式和分类方法,对这2986个汉语词和韩国语汉字词进行了比较研究,并按照汉语拼音的顺序做了整理,以期对汉语和韩语学习者及教授者有所帮助。我坚信本论文将为他们提供很大的方便。
本论文共分为四部分:
第一部分:引言。简要介绍了本课题研究的目的和任务、研究的范围和方法、大体探讨了先前对此类课题所做的研究、本课题研究的理论意义和应用价值。
第二部分:介绍现代汉语和韩国语汉字词的概况。本部分以对比的方式,分别介绍了现代汉语和韩国语汉字词的形成过程,以及随着岁月的变迁各自所发生的变化而导致了不同特征的形成。
汉字词在韩国语中虽然占有很大比重,但现在的汉字词,与其传入时的汉字词相比,无论在形式还是意义上都有了很大的变化。因此对它们的形成和特征的了解具有重要意义。
第三部分:现代汉语词汇和韩国语汉字词的比较。本部分采用归纳和比较的方法,深入研究了现代汉语词汇和韩国语汉字词,并将其分为五大类:同形同义词,2199个,占总词汇的73.6%;同形异义词,114个,占总词汇的3.8%;同形部分异义词,284个,占总词汇的9.5%;异形同义词,384个,占总词汇的12.9%;异形异义词,5个,占总词汇的0.2%。文中以韩文、中文简体和中文繁体三种文字写出,以期成为方便韩国人和中国人的共同学习资料。其中对异形同义词下属小类做了具体说明和穷尽性列举。
第四部分:结论。陈述研究结论及研究工作的某些不足。
Chinese Proficiency Test (HSK), originally created to assess the language skill of foreign students, has become the world's most prestigious test to measure Chinese skills. With the increasing number of Chinese learners around the world, HSK has been attracting more and more interest in recent years. In particular, Korea is one of those countries, actively utilizing HSK to measure people's Chinese skill level, ranked No 1 in the applicant number of the test.
It's often said that one's degree of command of a language depends on his amount of knowledge on its vocabulary. Accordingly, the core objects of the study on this paper include Chinese vocabulary on the outline of Chinese Language Proficiency Test Level that China National Committee of HSK publicized. With focus on 2-syllable words among the words on the outline, I've proceeded with the research further, successfully managing to acquire additional words from personal experiences of the 10-year Chinese learning and about a year of Korean teaching to Chinese people. By adding these newly identified words to those core words listed on the outline of the Chinese Language Proficiency Test Level, the final number of target words for the study reaches at 2986. The composition of2986 words is as follows by 5 categories; 'Synonyms in same forms', absolute majority of 5 categories, accounts for 73.6% with 2199 words; 'Homographs' for 3.8 % with 114 words; 'Conditional homographs' for 9.5% with 284 words, 'Synonyms in different forms' for 12.9% with 384 words; 'Heterographs' with different meanings for 0.2% with 5 words.
The paper is designed and written to help both teachers and students of the Chinese and Korean languages in their teaching and learning efforts by concise explanations and practical classifications, acquired from comparative study of contemporary Chinese and Sino-Korean Vocabulary. I hope this paper will eventually help people learn Korean and Chinese more easily and effectively.
The paper is composed of four parts:
Part I, introduction of the research, briefly introduces its purpose and tasks, study scope and methodology, reviews of the previous papers with similar topics, and lastly its meaning and possible applications in the near future.
Part II: The understanding of contemporary Chinese and Sino-Korean vocabulary (or Hanja-eo) which refers to the set of words in the Korean language that originated from or were influenced by Chinese language. This section discusses the formation process and characteristics of contemporary Chinese and Sino-Korean vocabulary. Accounting for more than 60% of all Korean words, Sino-Korean vocabulary has changed in their forms and meanings since their introduction to Korea long time ago, which makes it important to understand the formation process and characteristics of contemporary Chinese and Sino-Korean vocabulary.
Part III: Comparative study of contemporary Chinese and Sino-Korean vocabulary.
In part III, the paper progresses its research into the contemporary Chinese and Sino-Korean vocabulary with 5 different categories, using the methodology of classification and comparison. As the paper's written in all related languages - Korean, Chinese Simplified, and Traditional Chinese, both Chinese and Korean learners will be able to utilize this paper as their learning material without difficulties. Comparing contemporary Chinese with Sino-Korean vocabulary, the paper classifies them in 5 main categories, and classifies some of them again in sub-categories, where required, with lots of practical explanations and examples for learners'better understanding.
In Part IV, the paper summarizes research findings again, and describes future tasks, not covered in the paper for reasons. For your information, I'd like to advise that some terms used in the paper may require further study and validation.
引文
1 崔玲爱《什么是汉语(中国语学讲义)》 第53-54页。
1 黄伯荣,廖序东《现代汉语》(增订三版)上册 第1页。
2 王力《汉语史稿》第45-47页。
1 崔玲爱《什么是汉语(中国语学讲义)》 第58页。
2 #12
[1](韩)中国语学会.HSK 8822初中级 甲乙丙[M]。首尔:东洋出版社,2006。
[2](韩)中国语学会.HSK 8822高级丁[M].首尔:东洋出版社,2006.
[3]國家對外漢語教學領導小組辦公室漢語水平考試部.漢語水平詞匯與漢 字等級大綱.北京語言學院出版社.(1992),
[4](韩)朱良坤.韩中汉字词比较词典[M].首尔:东洋出版社,2004.
[5]苏培成.现代汉字学纲要[M].北京:北京大学出版社,1994.
[6]叶蜚声,徐通锵.语言学纲要.[M]北京:北京大学出版社,2008。
[7]语文出版社编.语言文字规范手册[M]北京:语文出版社,1997。
[8]周有光.比较文字学初探[M].北京:语文出版社,1998.
[9]王力.汉语史稿[M].北京:中华书局,2008.
[10]黄伯荣,廖序东.现代汉语[M].北京:高等教育出版社,2005.
[11]王力.古代汉语[M].北京:中华书局,2006.
[12]赵振铎.中国语言学史[M].河北:河北教育出版社,2000.
[13]赵振铎.中国语言学史[M].河北:河北教育出版社,2000.
[14](韩)崔玲爱.什么是汉语(中国语学讲义)[M].首尔:(?)出版社,2003.
[15]费锦昌.汉字整理的昨天和今天[M].北京:语文出版社,2000.
[16]语文出版社编.语言文字规范手册[M]北京:语文出版社,1997.
[17]#12
[18]国家汉语水平考试委员会办公室考试中心.汉语水平词汇与汉字等级大纲(修订本)[M]北京:经济科学出版社,2001。
[1](韩)民众书林编写局编写.汉韩大字典[M].京畿:辞书专门民众书林出版社,2006年。
[2]社会科学院语言研究所.现代汉语词典[M].北京:商务印书馆,1997年
[3](韩)国立国语研究院.标准国语大辞典CD-ROM[Z].首尔:1993年.
[4]王力.古汉语常用字字典[M].北京:商务印书馆,2006年.
[5](韩) 高丽大学民族文化研究所.中韩辞典[M].首尔:2004年.
[6](韩) 高丽大学民族文化研究所.韩中辞典[M].首尔:2004年.
[7](韩)进明出版社.中韩辞典[M].首尔:1998年.
[8](韩)国立国语院.针对外国人的韩国语语法[M].交流出版社.2005年.
[9]民众书林.民众国语辞典[M].民众书林出版社.2005年。
[1]邵文利、杜丽荣.中日韩常用汉字规范异同考[J].学术界,2005,(5).
[2]莫修云.词语结构组织与HSK词汇学习[J].云南师范大学学报2004,(6).
[3]李晓琪.《HSK词汇等级大港》中形容词和副词的词类标准问题[J].汉语学习1997,(4).
[4](韩)程宗义.比较韩中汉字词的变迁[D].韩国学研究,1987.
[1](韩)柳玄京.韩中国汉字语(?),比较研究[D].圆光大学校,2006.
[2](韩)王克全.韩国语和中国语的异同[D].首尔 大学校,1994.
[3](韩)崔金丹.现代中国语和韩国汉字词对比研究[D].成均馆大学校,1998.
[4](韩)孙惠波.现代韩国汉字词和中文词汇意义比较[D].崇实大学校,2004.
[5](韩)卢纯菱.现代中国语(?)韩国汉字语对照研究[D].韩国外国语 大学校,2006.
[6]金香兰.中韩汉字比较研究[D].山东大学,2001。
[7](韩)李孝淑.韩中同形异义词的对照研究[D]韩国外国语大学校,1999.
[8]#12
[9]#12
[10](韩)(?).现代汉语名动词(?)兼类词研究[D].东国大学校,2003.
[11]#12
[12]#12
[13](韩)李妃雅.中国语语汇(?)韩国语汉字语汇(?)比较研究[D].仁荷大学校,2001.
[14](韩)蒋周和。韩中异形同意汉字语(?)比较研究[D].中央大学校,2005.
[15]#12
[16](韩)金炫廷.韩中同形汉字词比较研究[D]韩国外国语大学校,2006.
[17]#12
[18]#12
[19]#12
[20](韩)姜泰希.汉韩两种语言中汉字词的比较[D]北京语言文化大学校, 2000.
[1](韩)赵南浩.韩国语学习用词汇选定结果报告书[Z].国立国语研究院,2006.
1 黄伯荣,廖序东《现代汉语》(增订三版)上册 第1页。
2 王力《汉语史稿》第45-47页。
1 崔玲爱《什么是汉语(中国语学讲义)》 第58页。
2 #12
[1](韩)中国语学会.HSK 8822初中级 甲乙丙[M]。首尔:东洋出版社,2006。
[2](韩)中国语学会.HSK 8822高级丁[M].首尔:东洋出版社,2006.
[3]國家對外漢語教學領導小組辦公室漢語水平考試部.漢語水平詞匯與漢 字等級大綱.北京語言學院出版社.(1992),
[4](韩)朱良坤.韩中汉字词比较词典[M].首尔:东洋出版社,2004.
[5]苏培成.现代汉字学纲要[M].北京:北京大学出版社,1994.
[6]叶蜚声,徐通锵.语言学纲要.[M]北京:北京大学出版社,2008。
[7]语文出版社编.语言文字规范手册[M]北京:语文出版社,1997。
[8]周有光.比较文字学初探[M].北京:语文出版社,1998.
[9]王力.汉语史稿[M].北京:中华书局,2008.
[10]黄伯荣,廖序东.现代汉语[M].北京:高等教育出版社,2005.
[11]王力.古代汉语[M].北京:中华书局,2006.
[12]赵振铎.中国语言学史[M].河北:河北教育出版社,2000.
[13]赵振铎.中国语言学史[M].河北:河北教育出版社,2000.
[14](韩)崔玲爱.什么是汉语(中国语学讲义)[M].首尔:(?)出版社,2003.
[15]费锦昌.汉字整理的昨天和今天[M].北京:语文出版社,2000.
[16]语文出版社编.语言文字规范手册[M]北京:语文出版社,1997.
[17]#12
[18]国家汉语水平考试委员会办公室考试中心.汉语水平词汇与汉字等级大纲(修订本)[M]北京:经济科学出版社,2001。
[1](韩)民众书林编写局编写.汉韩大字典[M].京畿:辞书专门民众书林出版社,2006年。
[2]社会科学院语言研究所.现代汉语词典[M].北京:商务印书馆,1997年
[3](韩)国立国语研究院.标准国语大辞典CD-ROM[Z].首尔:1993年.
[4]王力.古汉语常用字字典[M].北京:商务印书馆,2006年.
[5](韩) 高丽大学民族文化研究所.中韩辞典[M].首尔:2004年.
[6](韩) 高丽大学民族文化研究所.韩中辞典[M].首尔:2004年.
[7](韩)进明出版社.中韩辞典[M].首尔:1998年.
[8](韩)国立国语院.针对外国人的韩国语语法[M].交流出版社.2005年.
[9]民众书林.民众国语辞典[M].民众书林出版社.2005年。
[1]邵文利、杜丽荣.中日韩常用汉字规范异同考[J].学术界,2005,(5).
[2]莫修云.词语结构组织与HSK词汇学习[J].云南师范大学学报2004,(6).
[3]李晓琪.《HSK词汇等级大港》中形容词和副词的词类标准问题[J].汉语学习1997,(4).
[4](韩)程宗义.比较韩中汉字词的变迁[D].韩国学研究,1987.
[1](韩)柳玄京.韩中国汉字语(?),比较研究[D].圆光大学校,2006.
[2](韩)王克全.韩国语和中国语的异同[D].首尔 大学校,1994.
[3](韩)崔金丹.现代中国语和韩国汉字词对比研究[D].成均馆大学校,1998.
[4](韩)孙惠波.现代韩国汉字词和中文词汇意义比较[D].崇实大学校,2004.
[5](韩)卢纯菱.现代中国语(?)韩国汉字语对照研究[D].韩国外国语 大学校,2006.
[6]金香兰.中韩汉字比较研究[D].山东大学,2001。
[7](韩)李孝淑.韩中同形异义词的对照研究[D]韩国外国语大学校,1999.
[8]#12
[9]#12
[10](韩)(?).现代汉语名动词(?)兼类词研究[D].东国大学校,2003.
[11]#12
[12]#12
[13](韩)李妃雅.中国语语汇(?)韩国语汉字语汇(?)比较研究[D].仁荷大学校,2001.
[14](韩)蒋周和。韩中异形同意汉字语(?)比较研究[D].中央大学校,2005.
[15]#12
[16](韩)金炫廷.韩中同形汉字词比较研究[D]韩国外国语大学校,2006.
[17]#12
[18]#12
[19]#12
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