반전평화 운동과 한국인 : 유럽의 한국학자 조승복의 삶

변광수 국제한국사학회 2014 국제한국사학 Vol.2 No.-

Cho Seung-bog was born in 1922 by Korean parents in Manchuria. Cho exhibited his academic talent early in his life. He was able to continue his schooling so successfully that he received a scholarship to study in Japan. Korea had been occupied by Japan since 1910 and every year a few Koreans were sent to Japan for education so that they could later work in the Japanese colonial administration. In 1939 he graduated from high school in Kando(Chinetao) and moved to Tokyo, where he studied at the First National High School and later the Tokyo Imperial University. He graduated in 1945, majoring in Western philosophy, and worked for a period as translator for the Supreme Commander for the Allied Powers, the administration that ruled Japan after its surrender in August 1945. He left his job in 1947 to begin his doctoral studies in philosophy. He was soon offered the chance to continue his studies in the United States by an American Christian Organization and accepted this offer, moved to the United States Cho Seung-bog was born in 1922 by Korean parents in Manchuria. Cho exhibited his academic talent early in his life. He was able to continue his schooling so successfully that he received a scholarship to study in Japan. Korea had been occupied by Japan since 1910 and every year a few Koreans were sent to Japan for education so that they could later work in the Japanese colonial administration. In 1939 he graduated from high school in Kando(Chinetao) and moved to Tokyo, where he studied at the First National High School and later the Tokyo Imperial University. He graduated in 1945, majoring in Western philosophy, and worked for a period as translator for the Supreme Commander for the Allied Powers, the administration that ruled Japan after its surrender in August 1945. He left his job in 1947 to begin his doctoral studies in philosophy. He was soon offered the chance to continue his studies in the United States by an American Christian Organization and accepted this offer, moved to the United States and took up his studies during the spring term 1948. Later he began his postgraudate studies at the University of Minnesota. When the Korean War broke out in June 1950, Cho felt it was his duty as a Korean patriot to oppose the war in which U.S.A. actively participated against North Korea. His antiwar speeches and lectures were not acceptable to US authorities and eventually his visa was not renewed. Expelled from the United States he arrived in Sweden in January 1952 via Oslo by help of members of the U.S. Norwegian and Swedish sections of the Womens International League for Peace and Freedom. In Sweden he met not only those who helped this stateless refugee to come to Scandinavia but also a number of renowned scholars. He decided soon to settle down in the university town of Uppsala. He was advised by them to switch his academic career from Western philosophy to linguistics, especially studies of East Asian languages and culture. Cho's scholarly progress was remarkable. He began to teach Japanese, Chinese and Korean in 1957 at Uppsala University, and he finally became Sweden's first professor of Japanese Studies at Stockholm University in 1975. While he pursued his academic works, he was also engaged in antiwar peace movement aiming at the national unification of the divided Koreas during the Cold War period. Since the middle of 1950s he attended the annual conference of the World Peace held in Stockholm. Furthermore Cho kept politically nonaligned position toward North and South Korea. Even though he visited South Korea in 1969 and North Korea in 1970 by the invitation of the respective governments, there was no change in his neutral attitude. However, in order to promote democratization in South Korea he initiated a campaign both in Japan and Europe to save Kim Dae-jung kidnapped from Tokyo to Seoul in 1973 by KCIA, and the poet Kim Chi-ha sentenced to death by the dictatorship in the South in 1974. Cho's lifelong dream was to build up a free democratic modern society on the basis of the homogeneous national language and traditional culture in his motherland. Unfortunately his wish for a peaceful unification on the Korean peninsula seemed to be hardly realized in the near future. So in 1992 he had established in cooperation with South Korean scholars Dongchuhoe that meant a recovery movement of the linguistic and cultural homogeneity of North and South Korea, which resulted in no fruit. Ever since the Korean War any free discussion on peaceful unification had been prohibited untill 1980s. In 1988, 38 years later after being thrown out of the United States he visited Los Angeles, Kansas, Washington, Boston, New York and delivered lectures at colleges and universities on the Korean unification. "I was born to a Korean family, but never lived in Korea. Culturally I am familiar with Japan and after having lived in Sweden and France for many years I feel like being a European now." In spite of such a complex identity Cho kept his constant love of the motherland Korea until he died in 2012.

스웨덴어 발음 학습에 미치는 국어 음운 체계의 영향

변광수 한글학회 1987 한글 Vol.- No.197

스웨덴어의 모음에 관한 고찰

卞光洙 한국외국어대학교 외국어 종합연구센터 언어연구소 1983 언어와 언어학 Vol.9 No.-

스웨덴의 이민정책과 이민2세의 모국어교육 제도

변광수 한국언어문화교육학회 2010 언어와 문화 Vol.6 No.2

Sweden had been once an emigrant country, but it became after the Second World War one of the biggest immigrant countries by receiving lots of workers and political refugees from the various parts of the world. The policy for immigrants and minority people motivated by the Act of 1975 was fundamentally based on the three principles; equality, cooperation and freedom of choice. Foreigners who have residence permit in Sweden are entitled to have job and to take part in Swedish language course without paying any tuition. They share equality with Swedish citizens in terms of paying taxes and enjoying the benefits of the social security services. The Swedish language policy for immigrants is two fold; one is to give all adult immigrants instruction in Swedish up to 700 hours prior to working, and the other is to give their children instruction in Swedish as well as in mother language in school classes. Such a teaching program is first schemed to promote intercommunications among immigrant family members at home and to help them maintain linguistic and cultural band with their home country. The Swedish model for immigrant policy is an integrative one aiming at a bilingual and bicultural life in Sweden. This type of language policy for immigrant people gives a good implication to Korea that has already entered a multiethnic and multicultural society.

스웨덴어 발음에 미치는 영어 음운체계의 영향

卞光洙 韓國外國語大學校 大學院 1988 里門論叢 Vol.7 No.1

韓國人의 스웨덴語 子音發音上의 간섭에 대한 분석

卞光洙 한국외국어대학교 1986 한국외국어대학교 논문집 Vol.19 No.1

스웨덴어의 구조적 특징

변광수 한글학회 1980 한글 Vol.- No.170

동아시아, 동남아시아 언어들의 유형론적 특성에 관한 고찰

변광수 한국외국어대학교 언어연구소 2001 언어와 언어학 Vol.26 No.-

스웨덴어 발음 교육상의 몇 가지 문제점 - 모음을 중심으로 -

변광수,Byeon Gwang-Su 대한음성학회 1982 말소리 Vol.4 No.-

The aim of this paper is to analyse difficulties of the pronunciation in swedish vowels encountered by Koreans learners and to seek solutions in order to correct the possible errors. In the course of the analysis the swedish and Korean vowels in question are compared with the purpose of describing differences aha similarities between these two systems. This contrastive description is largely based on the students' articulatory speech level ana the writer's auditory , judgement . The following points are discussed : 1 ) Vowel length as a distinctive feature in Swedish compared with that of Korean. 2) A special attention is paid on the Swedish vowel [w:] that is characterized by its peculiar type of lip rounding. 3) The six pairs of Swedish vowels that are phonologically contrastive but difficult for Koreans to distinguish one from the other: [y:] ~ [w:], [i:] ~ [y:], [e:] ~ [${\phi}$:], [w;] ~ [u:] [w:] ~ [$\theta$], [$\theta$] ~ [u] 4) The r-colored vowel in the case of the postvocalic /r/ that is very common in American English is not allowed in English sound sequences. The r-colored vowel in the American English pattern has to be broken up and replaced hi-segmental vowel-consonant sequences . Korean accustomed to the American pronunciation are warned in this respect. For a more distinct articulation of the postvocalic /r/ trill [r] is preferred to fricative [z]. 5) The front vowels [e, $\varepsilon, {\;}{\phi}$) become opener variants (${\ae}, {\;}:{\ae}$] before / r / or supradentals. The results of the analysis show that difficulties of the pronunciation of the target language (Swedish) are mostly due to the interference from the Learner's source language (Korean). However, the Learner sometimes tends to get interference also from the other foreign language with which he or she is already familiar when he or she finds in that language more similarity to the target language than in his or her own mother tongue. Hence this foreign language (American English) in this case functions as a second language for Koreans in Learning Swedish.

스웨덴의 풍물과 식문화

변광수 韓國外國語大學校 歷史文化硏究所 1997 역사문화연구 Vol.7 No.-