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한국과 일본의 언어권(言語権)의 관점에서 본 다문화주의 -캐나다의 사례와 비교하여-
형진의(邢鎭義) 한국일본문화학회 2020 日本文化學報 Vol.0 No.86
Linguistic rights mean using and learning languages personally, publicly, and freely. And it means the right to exchange with them. Minority declared the right not to be discriminated based on languages in the Universal Declaration of Human Rights. After this, problems for linguistic minorities were raised in the two declarations. They are legally non-binding, but they are meaningful in that the problems about languages were raised. And they formed the foundation of the Universal Declaration of linguistic rights. Canada implemented pioneering multicultural policies. It evaluated multiculture with social resources and implemented active policies and heritage language education. However, it currently suspended heritage language education because dissent of it was strong in it. It is difficult to keep minorities’ linguistic rights. Discussion on linguistic rights has not begun in Korea. Heritage language education has been implemented focusing on the Korean language. it has been a little bit done in the Japanese language. Korea has little interest in heritage language education of various languages. The Linguistic rights Society was established in Japan in 1998 and discussion on linguistic rights has been actively done. Heritage language education is done focusing on the Japanese language, but in some areas, heritage language education of Chinese, Spanish, Korean, etc. Heritage language education is good to be implemented in the public education system.
형진의(邢鎭義) 한국일본문화학회 2018 日本文化學報 Vol.0 No.76
“kokutai no hongi” is a textbook of “kokutai” ideology, published by the Ministry of Education, Japan in 1937. It was published as a textbook of spiritual education for expanding imperialism. The publication aimed to clarify “kokutai” and cultivate national spirit in “people.” “Kokutai” means the thought Tenno of unbroken rules Japan. Japanese “kokutai” refers to fiction based on mythology. However, “kokutai” thought was clarified in “kokutai no hongi”. In the first year of its publication, 300,000 copies were published. A total of 2,000,000 copies were published until 1945 and distributed to Chosen, Taiwan, and occupied territories. The Board of Education instructed that national history, geography, Japanese, etc. should be taught at schools and that “kokutai no hongi” should be widely disseminated in instructions, lectures, and classes of all types of events. The book was prohibited by GHQ on December 15, 1945. However, after the 2000s, Japanese society has become conservative, and “kokutai no hongi” is being focused upon again and “kokutai” thought is raising. Therefore, “kokutai no hongi” needs to be critically considered.
邢?(Xing, Jun),梁万基( Yang, Manki) 한국중국어교육학회 2020 중국어교육과연구 Vol.0 No.32
The error analysis is based on an experiment among Korean learners in three Chinese language levels, and Chinese native speakers are taken as the reference. It is found that Korean learners have not only the phasic characteristics of tone acquisition in different stages but also the common characteristics of different stages. The front T2 word and the back word tone produce assimilation and coarticulation in the tonal pattern, and the reverse coarticulation in the tonal value. The correlation between tone listening and articulating performance is related to Chinese language proficiency. The causes of listening and mispronunciation were related to the learners’ tendency to choose the acoustic features of the Chinese tones.