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단편소설을 활용한 한국어교육의 내용 연구 - 《모밀꽃 필 무렵》을 중심으로
주옥파 중국한국(조선)어교육연구학회 2004 한국(조선)어교육연구 Vol.2 No.-
最近,國內外的韓國語敎學界對于語言敎學中的文化敎學部分的關注越來越强烈。“語言是文化的引索”,흔難設想在不了解特定的文化背景的情況下,會在該門語言的學習中達到흔深的造詣。而文學作品由于以語言作爲媒介,廣泛地反映對象國的社會現實及其國民的生活方式、行爲、价値觀的文化要素,是外語敎學中十分有效而重要的資料。在對中國大學的韓國語專業的學生進行韓國文學敎學的時候,應充分考慮到中國學生的學制上的特点,不僅要通過文學作品敎授語言及文化知識,同時好藥敎授文學本身,卽要擺脫‘文學工具論’的影響,對學生進行系統的文學敎育。本文正是基于以上認識,以短篇小說<蕎麥花開的時候>爲例,從語言敎學、文學敎學及文化敎學等三個方面,對韓國語敎學中可能涉及到的敎學內容進行了初步的探索。
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주옥파 중국한국(조선)어교육연구학회 2005 한국(조선)어교육연구 Vol.3 No.-
諺語作爲一種在人民群衆中廣爲流傳且具有相對固定性的簡潔的語句,在一定程度上反映着特定國家的社會意識結構及民族心理。中韓兩國由于受到歷史悠久的儒家文化傳統的影響,在諺語方面表現出흔多共同之處。但同時我們也注意到,兩國的諺語對特定文化符號的詮釋存在差異,而這種差異對于理解兩國間的文化差異是大有裨益的。從比較文化的角度,分析幷硏究中韓兩國諺語中所體現的女性形象的異同,對于學習中文的韓國學生以及學習韓文的中國學生來說,作爲理解對方文化的基礎資料是具有現實意義的。本文先將中韓兩國諺語中反映女性形象的部分篩選出來,從‘女性的性情及特点’、‘女性的命運’、‘女性的社會活動及經濟能力’、‘女性的言行’、‘女性的外貌’等5個方面,對兩國的諺語進行比較分析,從而考察在中國及韓國的傳統文化中,女性具有何種形象,女性的社會地位有何異同,進而力圖探尋中韓傳統的女性觀的異同。經過比較分析,得出如下結論:中韓兩國諺語中所體現的傳統女性觀基本上對女性是持否定態度的。女性被認爲是受家長的支配或保護的對象,타們缺乏控制自身行爲的主體性的力量。這可以說是傳統的男權社會造成的最嚴重的語言暴力。但是在評价女性的社會活動及經濟能力,及對待女性正當的性心理及欲求的寬容程度等具體方面,韓國表現出了更加嚴重的女性岐視意識,這一点是値得注意的。
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주옥파 국제한국어교육학회 2006 한국어 교육 Vol.17 No.1
Cultural difference between ‘SL’ and ‘TL’is the most frequent source of difficulties in translation. In a sense, the ultimate goal of translation is in nullifying or minimizing such cultural differences. This paper aims to identify and illustrate typical factors which are usually causing difficulties in cultural translation, and methods to be employed to solve those problems. For this, the paper exhibits some typical examples of common mistranslation from Korean to Chinese. Main reasons causing cultural difference can be classified into three groups: Concept’s absence, Difference in subdividing concept, and Difference in symbolic meaning of concept. Strategies and methods of translation for each case are discussed in this paper. As the solution to the first case, the paper presents seven methods as following: literal translation, borrowing a word, equivalence translation, explanation, transliteration, free translation, omission. For the second case, three kinds of situations are presented and appropriate are discussed. For the solution to the third case, finding another word that has the same symbolic meaning in TL’s culture was suggested. However, since there is no perfect method that can be used for all cases to translate cultural difference, choosing the most proper method according to concrete situations will be the most proper solution.
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주옥파 국제한국어교육학회 2004 한국어 교육 Vol.15 No.1
Listening, Speaking, Reading and Writing are four basic skills in term of learning the foreign languages. Among them, Reading is the foundation to support other three skills. If the ultimate objective of foreign language teaching is to train and improve the language communication skill of students, so does the teaching of Reading. The purpose of this paper is to illustrate what kind of role should be taken by the teaching of Reading in teaching a foreign language. The differences and similarities between teaching a foreign language and teaching the mother(native) language are discussed. Furthermore, in teaching Korean language as a foreign(second) language, how to set the objective of the teaching of Reading, the standard to choose Reading materials, how to instruct students to learn Reading in order to improve their foreign language skill are described. Taking《Reading and Life》as an example, the paper presents solid Reading instruction plan and some detailed steps about Reading instruction.
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주옥파 중국한국(조선)어교육연구학회 2007 한국(조선)어교육연구 Vol.5 No.-
隨着中韓兩國經貿關系的迅猛發展, 貿易糾紛事件頻繁發生。 而引發貿易糾紛的一個不容忽視的原因正是合同語言的用語不規范問題。 由于合同語言而引發的糾紛事件的具體原因可以分爲以下兩大類 : 第一, 合同條款不明確。 第二, 合同語言不規范。 一般來講, 合同語言的使用具有規范性和嚴密性。 詞匯的准確性、行文的規范性、結構的邏輯性以及格式的明確性是其鮮明特征。 全面了解和掌握合同語言的特殊性是正確理解、起草和飜譯合同的前提。 本文從詞匯和句子結構兩個層面, 對貿易術語、縮略詞、漢字詞、法律術語、數字、被動句、終結語尾和慣用語、常用句型等經貿合同韓國語所特有的語言特点及其飜譯方法進行了分析, 幷對經貿合同韓國語飜譯的特殊事項和基本原則進行了探討和整理。
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裵圭範(Kyu-Beom Bae),周玉波(Yubo Zhou) 한국중원언어학회 2009 언어학연구 Vol.0 No.15
For the purpose of offering Chinese learners an effective parallelism education, this study analyzes the studies in parallelism education as well as the status and problem of parallelism education. Moreover, this essay checks the fruitfulness and limitations of parallelism education, shows the way parallelism education study is going, and considers ways to improve the system. The conclusions are as follows: First, we must look deeply into the contrastive study about the parallelism of Chinese and Korean. Second, we must provide Chinese learners with information on education planning and study. For instance, a goal and content of the parallelism education, a teaching method, a learning theory. Third, we must grope for some reform measure to the dialogues in teaching materials. Fourth, we must study some reform measure to the parallelism in teaching materials and grammar books. Fifth, we must study a possibility and a method that graft parallelism on cultural education. Sixth, we must make an attempt to study the possibility that parallelism is establishing ties with audiovisual class, and conversation-based classes.
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裵圭範(Bae Kuy-Beom),周玉波(Zhou Yu-Bo) 중앙어문학회 2009 語文論集 Vol.42 No.-
The simultaneous interpretation is a conversion activity of the language that is restricted in time and has the difficulty level. As a simultaneous interpreter applies a lot more information than what we had before to the simultaneous interpretation and does aplan, a structure, an expression, an interception, a correction processing and translation from source language to destination language, that demand that a simultaneous interpreter must hear native speakers attentively at the same time to make simultaneous interpretation by objective language. This paper focuses on inquiry at the prospects for Chino-Koreans’s simultaneous interpretation education. So this paper is explained as follows. 1. A review of the simultaneous interpretation’s history. 2. An overview of the Chino-Koreans’s simultaneous interpretation and translation. 3. The present state of Chino-Koreans’s simultaneous interpretation education. 4. An incorporating for Chino-Koreans’s simultaneous interpretation education. 5. Theprospects and necessity for Chino-Koreans’s simultaneous interpretation education.
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