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- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
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RISS 인기검색어
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- 저자 : 노마히데키 ( Hideki Noma ) (검색결과 5 건)
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한글의 탄생과 불교사상의 언어 - 언어존재론적인 시좌(視座)에서 -
노마히데키 ( Hideki Noma ) 연세대학교 언어정보연구원(구 연세대학교 언어정보개발원) 2016 언어사실과 관점 Vol.39 No.-
Did the Buddha write? Actually, the Buddha spoke. Buddhist thoughts first appeared in the aural world as spoken language. Thoughts in the aural world do not extend beyond the immediate spatio-temporal domain of spoken language. Over time, Buddhist thoughts took shape in the world of light as written language, through the languages of Sanskrit and Pali. In doing so, they went beyond the domain of spoken language to enter new linguistic fields beyond spatio-temporal limitations. The written language of Buddhist thoughts was translated further into the Chinese language, through which it reached the sphere of the Korean language. In the Korean language sphere, the language of classical Chinese translations of the Buddhist scriptures was not the mother tongue but a learned tongue mastered through diligent study. For this reason, the classical Chinese translations of the Buddhist scriptures required a mentor or teacher at all times, so that the written language in classical Chinese effectively did not extend beyond the domain of the spoken language in the form of the mystic rites spoken by the mentor or teacher. The appearance in the 15thcentury of Hunmin Jeongeum, a system of tetrachotomy that broke down a single syllable of spoken language into the four elements of an initial consonant, medial vowel, final consonant, and pitch accent and synthesized these through written characters, freed Buddhist thoughts into the aural world of people`s mother tongue. Volumes of Buddhist thoughts, beginning with Eonhae, or Korean translations from Chinese texts, represented the first instance in the Korean language sphere of those thoughts entering linguistic fields as written language spatio-temporally separate from the current time and place. While use of Chinese characters introduced to Buddhist thoughts ideographic and logographic redundancies not present in phonographic writing systems such as the Siddham script, Hangul filtered out and eliminated these redundancies. This paper illuminates, from micro, macro, and dual perspectives, just what took place in the linguistic fields of written language discussing Buddhist thoughts.
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논문 : NHK(일본방송협회) 텔레비전 교육 방송을 통한 한국어 교육
노마히데키 ( Hideki Noma ),김진아 ( Jin A Kim ) 국제한국어교육학회 2006 한국어 교육 Vol.17 No.2
The purpose of this paper is to examine the television "Hangul Course" program which was broadcast on the Japanese public broadcasting station NHK (Nippon Hoosoo Kyookai or Japan Broadcasting Corporation) from April 2005-Mar 2006. The contents to be included and how they should be presented in Korean language education programs in the future are also discussed. NHK`s "Hangul Course" began in 1984 and was updated during this period by lecturer KIM Jina and supervisor NOMA Hideki, with the intention of: (1) putting stress on learning the Korean language itself, (2) teaching Korean from a contrastive linguistic point of view, focusing on various differences in expressions, verbal conjugation systems, and in discourse structures in Korean and Japanese, (3) incorporating the fruits of studies on discourse, such as discourse markers, the politeness markers -yo/-iyo, speech level shifts, addressing and hailing, chengca panung palhwa or backchannel expressions, fillers, and turn-taking, (4) having serial "mini" dramas which are made for learning not only language but also culture, (5) and utilizing visual constituents such as animation or computer graphics. (Tokyo University of Foreign Studies·Meiji Gakuin University)
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일본 대학교 대학원에서의 한국어 교육 : 동경외국어대학 대학원의 교육 현황을 중심으로
히데키, 노마 국제한국어교육학회 2003 한국어 교육 Vol.14 No.2
The aim of this paper is to survey Korean language education and studies of Korean language at universities and graduate schools in Japan and to discuss some related problems. Section II outlines the present situation of Korean language education in Japanese universities. It has become very common for students to learn Korean in Japanese universities. Section III considers education and studies of Korean language in graduate schools focusing on the case of Tokyo University of Foreign Studies. What is the most important under the present circumstances is to produce creative specialist for the Korean teaching and research professions. In order to solve this problem, it is necessary to strengthen the postgraduate education.
KCI
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