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“youda”와 “rasii”에 관한 고찰 -복합근거를 중심으로-
하세가와히로에 ( Hiroe Hasegawa ) 한국일어일문학회 2016 日語日文學硏究 Vol.96 No.1
본고에서는 증거성 모달리티에 속하는 “youda”와 “rasii”에 대해서 고찰하였다. 지금까지 선행연구에서는 근거에 대해 “youda”의 경우는 직접적 정보, “rasii”의 경우는 간접적 정보를 이용한다는 입장이 많았다. 그러나 실제 용례들을 보면 그것으로는 설명이 안 되는 것이 존재한다. 본고는 이 근거를 감각별로 살펴보고 복합근거라는 두 가지 감각을 근거로 하는 경우에 대해 고찰하였다.그 결과 “youda”의 경우는 어원이 남아있어서 근거의 입수시기에서 현장형과 기억형의 차이는 없어지고 또 기억형에서 과거형이 사용되는 이유가 되는 것을 밝혔다. 그리고 “rasii”의 경우는 전문적 용법과의 관계로 기억형이 많이 나타내는 것을 밝히고 이 현상들은 명제내용의 구문적 형식에서도 나타낸 것도 언급했다. 마지막으로 복합근거라 해도 “youda”의 경우는 시각근거,청각근거 둘 다 추정하는 데에 있어서 기능하는 반면 “rasii”의 경우는 시각근거보다 청각근거가 근거로서 더욱 기능한다는 것을 밝혔다. The purpose of this paper is to consider the Japanese evidential markers, youda and rasii. Over the past few decades a considerable number of studies have been made on how youda and rasii express the direct/indirect evidence respectively a speaker has for his/her statement. What seems to be lacking, however, is that not all of the examples from my data could be divided with youda and rasii coding for direct/indirect evidence. Therefore, I would like to focus on the type of sensory evidence rather than direct/indirect evidence especially on cases of complex sensory evidence. The study of youda nad rasii coded in complex sensory evidence has revealed important features of their use. For example, youda is used equally for a type of remembrance and a type of utterance of direct experience because it still has its original meaning. When youda is used for utterances of remembrances the past form is used. Furthermore, rasii tends to be used for remembrances because it also carries the sense of pseudo-hearsay. A final example of complex sensory evidence is that although youda expresses both auditory and visual evidence, rasii tends to express auditory evidence rather than visual evidence.
전문적용법에 있어서의 “rasii”와 “youda”에 관한 일고찰
하세가와히로에 ( Hasegawa Hiroe ) 한국일어일문학회 2014 日語日文學硏究 Vol.91 No.1
문은 명제와 모달리티로 성립되어 있다. 본고의 연구대상인 “rasii"와 “youda”는 모달리티 중에서도 증거성 모달리티에 속해있다. 본디 “rasii”와 “youda”는추정용법으로 나타나지만 경우에 따라 전문적용법으로도 나타난다. 본고에서는 “(suru)souda”가 나타내는 전문용법과는 다르게 추정용법과 연속선상에 있다는 입장에서 전문적용법이라는 용어를 채택하고 “rasii”와 “youda”의 전문적용법에 대해 고찰하였다. 선행연구에서는 전문을 나타내는 부사나 정보원을 나타내는 표현과 공기할경우에는 전문용법으로 분류하는 연구가 많았지만, 분석대상을 텍스트전체로하여 전문적용법에서는 제3자의 생각만을 말하는 것이 아니라 발화자 본인의생각도 동시에 나타나는 경우를 밝혔다. 아울러, 청자에 전할 내용을 면밀히 살펴봄으로써 폭 넓은 전문적용법의 특징을 고찰했다. 마지막으로 전문적용법에서의 “rasii”와 “youda”에 차이점에 대해서 추정용법과의 연속선상에서 판단근거의 의존성이라는 점에서 고찰했다. 그 결과 “youda”는 “rasii”에 비하여 판단근거가 발화현장에 의존하고 있어 판단근거가 발화현장이전에 있는 전문적용법에서는 많이 나타나지 않음을 밝혔다. In Japanese language, “rasii” and “youda” indicate the attitude of the speakertoward the event. The purpose of this study is to establish the semi-hearsay usageof “rasii” and “youda” that is originally indicated as an assumption usage. In thiscase, semi-hearsay usage of “rasii” and “youda” is different from hearsay of “souda”in that it is a serial assumption usage. Contrary to conventional studies, this research is subject to a whole context inthe discourse. And this study also focuses on the message between the speaker andthe hearer. On the basis of the results of this research, it can be concluded that “ youda”based on speech site in terms of basis of judgment is not much usually utilized tosemi-hearsay usage than “ rasii”, which is less dependent on the site in terms ofbasis of judgment than “ youda”is.
한일 한국어 교재의 문법 실러버스 비교 분석 : 일본 학습자를 지도하는 관점에서
하세가와유키코,이수경 국제한국어교육학회 2002 한국어 교육 Vol.13 No.2
We, the lecturers teaching Korean language in Japan, often use or refer to textbooks developed in either Korea or Japan, but a number of problems have been found in those textbooks. Therefore, we decided to compare and analyze the grammar syllabi from those textbooks in order to know what problems and tendencies the textbooks have, depending on the country of their development. According to the overall results of statistical analysis, as we expected, the following tendencies are prominent, though the two types of textbooks (those developed in Korea and those developed in Japan) are based on absolute Korean grammar: (1) The textbooks developed and published in Korea: They show consideration to introduce Korean as a communication tool to meet urgent needs of learners who live in Korea. (2) The textbooks developed and published in Japan: 1) They intend to improve the efficiency by taking advantage of the similarity to Japanese language. 2) They try to draw attention to the difference from Japanese language. 3) After comparing with Japanese language in terms of their structural difference and similarity, they try to meet the expectations of learners what they want to learn. 4) In order to attain the goal of helping learners understand Korean language in a certain time frame, it aims at a highly organized system. As the above findings show, there can arise a number of problems and dissatisfaction when textbooks developed in Korea are used to teach Korean language in Japan. In addition, after investigating more details in grammar syllabi developed in Korea, various and serious problems have been found. We hope this study can contribute to improving Korean textbooks in the future. (Kyushu Industrial University·Ritsumeikan Asia Pacific University)
논문 : 일본어를 모어로 하는 학습자에 대한 음조 교육의 효과 -어두 파열음 및 파찰음의 발음을 중심으로-
하세가와유키코 ( Hasegawa Yukiko ) 국제한국어교육학회 2005 한국어 교육 Vol.16 No.3
This paper is about prosodic education for students of Korean language whose mother tongue is Japanese. They often speak with the unnatural phrasal tone improper for Seoul Korean dialect, influenced by their mother tongue, which were overlooked because tonal character is not diacritical in Seoul dialect. But such tone may become an obstacle to communication, because Seoul dialect has its characteristic phrasal tone, and the proof was shown when the initial consonant of the word would be perceived as either lenis or aspirated, depending on the fundamental frequency of the vowel which follows the consonant. So I educated the phrasal tone of Seoul dialect to Japanese students learning Korean in Seoul, and I conducted a perception experiment on some Korean people using the voice data collected before and after the education. As the result, it became apparent that the phrasal tone has significant relevance with the perception of the phrase initial consonant, lenis or aspirated, and that the tonal education was effective. In conclusion, the unnatural phrasal tone of Japanese students should be corrected because it can be an obstacle to communication. (Kyushu Sangyo University)