언어 감수성, 진보적 사회로 내딛기 위한 첫걸음 - 신지영, 『언어의 높이뛰기』, 인플루엔셜, 2021.

이지용 한국리터러시학회 2022 리터러시 연구 Vol.13 No.6

언어를 통해 드러나는 나와 상대방, 그리고 사회의 모습에 대해 깊이 성찰하고, 실천적 행위를 통해 이를 다듬어 나가는 진보적 언어 행위의 주체가 되기 위해서는 ‘언어 감수성’을 일깨워야 한다. 저자 신지영은 전작 『언어의 줄다리기』에 이은 『언어의 높이 뛰기』에서 언어 민감도를 향상할 필요에 대해 주장한다. 그리고 이 언어 민감도를 ‘언어 감수성’으로 명명하며, 이를 위해서는 역지사지의 원리에 따라 인간, 사회, 문화, 그리고 상대에 대한 이해의 깊이 가 더해져야 함을 여러 사례를 통해 보여 주고 있다. 언어는 사회적 규약이며, 이와 동시에 사회를 반영하고 있다. 우리는 이 두 가지의 특성을 모두 고려하여 우리의 도구인 언어를 다듬어 나가야 한다. 저자는 이러한 행위를 높이 뛰기로 비유한다. 높이 뛰기를 통해 도약함으로써 우리의 언어는 진보하게 되는 것이다. 우리가 사용하는 언어가 어제보다 나은 우리의 진보를 반영하도록 하기 위해서는, 먼저 언어가 우리의 사고에 어떻게 작동하는 지 포착할 수 있는 언어 감수성이 확보되어야 한다. 다양한 측면에서 언어가 반영하고 있는 사회와, 언어를 통해 조성되는 사고를 파악할 수 있을 때, 우리의 언어와 사회는 진보하게 될 것이다. ‘Language sensibility’ should be alerted to review myself, counterpart, and the society which are revealed by language and to be the subject of the progressive language act that is refined by the practical act. After the previous book, ‘tug of war of language,’ Ji Young Shin, the author of ‘high jump of language,’ argued the needs to improve language sensitivity. Also she named this language sensitivity into ‘language sensibility,’ showing multiple cases that this could be realized by deepened understanding on people, culture, and counterpart according to the principle of putting yourself in someone else's shoes. Language is a social norm and applies the society. We consider both characteristics to refine the language which is the tool. The author is compared these behaviors with high jump. Leap by high jump can advance our language. To apply the language with our progresses better than yesterday, language sensibility should be secured to be able to understand how the language works for our thinking processes. Our language and society can advance only if the society that language is applied in multiple aspects and thinking by language are well understood.

정신장애 영유아의 언어발달수준과 문제행동의 관계: 성별, 연령별, 언어지연과 정상 집단 간 문제행동의 차이

백지현 ( Baek Jee-hyun ),하은혜 ( Ha Eun-hye ) 한국놀이치료학회 2016 한국놀이치료학회지(놀이치료연구) Vol.19 No.4

본 연구는 정신장애 영유아 중 언어지연의 성별, 연령에 따른 비율과 언어발달수준과 문제행동의 관계를 확인하고 DSM-Ⅳ를 기준으로 의사소통장애집단/비의사소통장애 집단, 언어발달검사(LDS) 기준으로 언어지연집단/비언어지연집단을 나누어 집단 간 문제행동의 차이를 검증하였다. 이를 위해 서울 소재 소아정신과 등 세 곳에 의뢰된 만18-35개월 영유아 145명를 대상으로 K-CBCL 1.5-5 유아 행동평가와 언어발달검사(LDS)를 사용하였다. 주요 연구 결과는 다음과 같다. 첫째, 정신장애 영유아중 언어지연의 비율은 전체의 90.3%였으며 세부적으로는 남아 및 연령이 높은 집단의 언어지연 비율이 더 높았다. 둘째, 정신장애 영유아의 언어발달검사(LDS)의 어휘력점수는 K-CBCL 1.5-5의 위축, DSM-정서문제, DSM-전반적 발달문제 척도의 T점수와 부적 상관관계를 나타냈다. 이를 성별 집단 별로 살펴보면 여아의 어휘력 수준은 위축, 내재화, DSM 전반적 발달문제 척도에서 부적인 상관관계가 있었고 남아의 어휘력 수준은 DSM 정서문제와 부적 상관관계가 있었다. 셋째, DSM-Ⅳ를 사용한 임상가의 진단을 따라 나누었을 때. 비 의사소통 장애 집단의 K-CBCL 1.5-5의 주의집중문제의 T점수가 의사소통장애 집단의 점수보다 높았다. 넷째, 언어발달검사의 어휘력척도를 기준으로 나누었을 때 언어지연 집단의 K-CBCL 1.5-5의 위축, 수면문제, DSM-정서문제, DSM-전반적 발달문제의 T점수는 비언어지연 집단의 점수보다 높았다. 이와 같이 본 연구에서는 언어발달검사(LDS)와 K-CBCL 1.5-5를 사용하여 임상의 영유아 중 언어지연 비율을 탐색하여 남아의 취약성을 확인하였고, 언어발달수준과 문제행동의 관계를 검증하였다. 또한 임상 영유아집단 내에서도 진단과 언어지연 여부에 따라 상이하게 나타나는 문제행동의 차이를 탐색했다는 데 의의가 있다. The purpose of this study was to investigate the rate of language delay in toddlers, examining the relationship between language development and behavior problems and the difference in behavior problems among language disorder/non language disorder and language delayed/language normal groups. The participants, who were referred to psychiatry clinics and rehabilitation centers, comprised 145 toddlers (100 boys, 45 girls). The K-CBCL 1.5-5 and the Korean LDS were used as measuring tools. The results indicated that 90.3% of the clinic-referred toddlers were delayed in language. Additionally, vocabulary scores and withdrawal, DSM-affective problems and DSM-pervasive developmental problems scale showed a negative correlation. Considering sex, girls`s vocabulary scores showed negative correlation with withdrawal, internal problems, and DSM-pervasive developmental problems. For boys, there were only negative correlation with DSM-affective problems. Further, based on a clinician`s diagnosis, the non-language disorder group`s ADHD scale`s T scores were significantly higher than the language disorder group. Finally, based on LDS vocabulary cut-off, language the delayed groups` levels of withdrawal, sleeping problem, DSM-affective problems, DSM-pervasive developmental problems and T scores were significantly higher than the normal group. This study confirmed the characteristic of language delayed toddlers and the relationship with language development and behavior problems.

Arresting ‘Language,’ Dwelling in Reality : Reading Jean-Luc Godard"s 2 or 3 Things I Know about Her

Kang, Kyoung-Lae 동국대학교 영상미디어센터 2015 씨네포럼 Vol.0 No.20

장 뤽 고다르는 그의 초기 저작에서부터 ‘언어’에 대한 실험을 거듭해 왔으며 이에 대해 그는 “영화언어에 있어 새로운 알파벳” 을 찾기 위한 여정이라 규정한 바 있다. 고다르의 언어에 대한 실험은 자연 언어에서부터 영화장르나 미장센과 편집 등의 영화 언어 그리고 음악이나 미술 등의 예술 언어에 이르는 다양한 재현 모드들을 대상으로 한다. 특히 그는 이러한 재현 모드들을 새로운 방식으로 조합하고 충돌시킴으로써 이들 언어가 갖는 현실세계와 인간주체와의 관계를 검토한다. 나아가 고다르는 언어란 단지 현실세계로부터 분리되어 이를 표상하는 수단이 아니라 이 둘의 관계는 긴밀하게 결합되어 있으며, 따라서 언어가 재현하는 현실은 이 둘간의 중간지점 그 어딘가에 존재한다고 생각하였다. 이러한 점에서 고다르가 그의 작품을 통해 실천했던 다양한 언어에 대한 실험은 그가 지녔던 언어에 대한 믿음을 구체적인 사례들을 통해 점검하는 과정이라 할 수 있다. 본 논문은 고다르의 1967년 작품 <그녀에 대해 알고 싶은 두 세가지 것들>을 중심으로 고다르가 그의 작품활동을 통해 끊임없이 제기해왔던 언어와 존재에 대한 물음을 검토한다. 이 영화는 1960년대 중반이라는 전후의 상황과 후기구조주의의 등장과 관련하여 서구 유럽에서 언어와 주체의 문제가 새로운 사회적 화두로 대두되던 시기에 제작되었으며, 이러한 사회적 문제의식을 담아내고자 했던 작품이다. 이 작품은 줄리엣이라는 파리의 평범한 가정주부의 일상을 따라가면서 영화언어와 자연언어가 재현해 낼 수 있는 ‘그녀’ 의 의미를 이해하고자 한다. 특히 고다르는 ‘그녀’ 라는 지시어가 갖는 다의성과 언어가 실체로서의 그녀를 담아내는데 있어서의 갖는 모호성에 대해 지적하며, 이를 위해 영화 내외적 언어 규칙과 관습에 다양한 방식으로 도전하고 질문함으로써 언어에 대한 그의 실험을 극대화시킨다. 본 논문은 이 영화가 다루고 있는 언어에 대한 물음과 언어와 현실의 문제, 전후 유럽사회에서 대두된 경제문화의 변화와 인간언어에 대한 이해방식의 변화 과정에 대해 다룬다. 나아가 메를로뽕띠의 현상학을 참조하면서 언어의 현실 재현 기능의 상실과 사회 문화적 조건의 상품화, 비인간화 과정속에서도 지속되어 온 고다르의 인간존재의 조건에 대한 천착을 이해하고자 하였다. Jean-Luc Godard has persistently and passionately sought “a new alphabet in the language of cinema,” which he related to filmic language and genre as well as other sonic and visual “languages.” One of his early films, 2 or 3 Things I Know about Her (1967), illustrates well Godard"s predilection experimenting with filmic language and posing questions about language. The film centers on Juliette, a middleclass housewife living on the outskirts of Paris who at various times assumes other identities, as the actress Marina Vlady and Paris itself. Following her during her daily routine, the film repeatedly superimposes questions about ‘her’ in various modes: through subtitles, Godard"s own voiceover narration, and her own contemplation. In so doing, the film engages Juliette with questions of language, meaning, and subjectivity that arise in various philosophical traditions, including (post)structuralism and psychoanalysis. Nevertheless, the film seems to reach an impasse in its search for ‘her,’ thereby revealing the complexity embedded in the question of how language conveys meaning and knowledge. This essay traces this convoluted pursuit of ‘language’ in 2 or 3 Things, referring not only to epistemological questions but also to its relation to the human condition. As Godard"s search for meaning in language reaches deadlock, he shifts to examining society, which at the time was being transformed by the cold war, capitalism, and consumer culture. Frequent cuts to consumer items depict how capitalism abstracts from and turns every object into an exchangeable (or displaceable) commodity, thereby creating ‘a new language.’ Godard saw this process of abstraction as a form of alienation in which a human subject loses-instead of grasping-knowledge or the true nature of reality (or the self). Nevertheless, Godard seems to affirm the human condition as images of daily objects constantly overtake the screen in close-up: a cup of coffee, leaves rustling in trees, the burning tip of a cigarette. These images suddenly appear and float freely, generating a visual and aural cacophony above the rhythm of the narrative. I interpret these abrupt interpolations of images breaks in the ceaseless chain of signs in the film"s search for language and meaning. Referring to Maurice Merleau-Ponty, I also suggest that these images- seen through the constant impasses that Juliette experiences-allow a certain form of reality to emerge momentarily. Furthermore, these ephemeral images, which arise through visual cornucopias, represent the only available and thus true appearance. I conclude that Godard"s filmic approach in 2 or 3 Things argues that representation (language) ultimately attempts to convey the human condition itself-which remains ambiguous and constantly eludes human attempts to grasp it. In this sense, 2 or 3 Things seeks to reveal the ambiguity of existence that obscures the true structure of ourselves-and thus the affirmation of the vagueness of the meaning of ‘her’-Juliette, Marina Vlady, and Paris.

Construction of Expert-Novice Identities in Language-Exchange Interactions

안태연 한국영어교육학회 2011 ENGLISH TEACHING(영어교육) Vol.66 No.4

This paper explores the dynamic construction of expert and novice identities in language-exchange conversations between Korean students learning English and American students learning Korean. Drawing on recent view on identity as performance (Butler, 1990), this study employs video- and audio-recordings of language-exchange interactions to examine the dialogic interaction between three language-exchange pairs. Adopting a conversation analytic perspective, the study examines whether and how participants of language-exchange interactions orient to their assumed roles as peer-teacher and peer-learner during language-exchange through micro-analysis of the interaction. The findings demonstrate that participant roles as linguistic expert and novice are not invoked in language-exchange interactions unless they are treated as relevant in the interaction; rather than foregrounded by the situational arrangements of language-exchange, the expert-novice relationship in language-exchange dialogues is interactionally constituted by the local practices of the participants. Data analysis also shows that the construction of expert and novice identities in language-exchange interaction is a jointly constructed achievement and that participant roles as language expert and novice are not given but ‘achieved’ as language-exchange participants ratify or reject the identity their partners display in the course of unfolding interaction.

The Multiple Meaning Structure of Japanese Language and the Transfer Mechanism

박혜자 언어과학회 2014 언어과학연구 Vol.0 No.71

This paper studies language transfer using a rather unique method. It employs Japanese-English transfer analysis by looking at how key aesthetic words from the Tale of Genji are translated into English expressions. Two classical versions of translation of the Tale of Genji, Seidensticker (1979) and Tyler (2001) translations, were used for a contrastive analysis. Difficulties in translating an expression in one language into an appropriate expression in other language will depend on many things, including cultural differences. The proper expression may not exist in other language because of the cultural differences. A careful matching of expressions in two languages is needed to be taken to investigate whether cultural differences may have been the main cause, not language transfer, in mismatching the expressions by the translators. The result of this study shows that aesthetic words which involve emotional factor (that is, Group Ⅳ and Ⅴ) are relatively highly associated with high degree of language transfer (that is, improper translations). As one moves toward to more emotional expressions in Japanese language, the degree of language transfer increases. On the other hand, aesthetic words which do not involve emotional factor show relatively low degree of language transfer (that is, proper translations). Hence, the result may imply that language transfer can be affected by emotional content of the aesthetic words in Japanese language. The key implication of the findings in this paper is that language transfer may be present in the translations of aesthetic words of the Tale of Genji both by Seidensticker and Tylor. And the roots of the language transfer rest on the multiple meaning structure of aesthetic words in Japanese language especially in the Heian period. Language 1 (L1, Japanese) goes through the multiple meaning structure and may be transferred into different meanings in Language 2 (L2, English).

课内外语言输入與输出平衡发展的设计与实证研究- 以高级阶段的对韩汉语教学为中心

한재균,전긍 한국중국언어문화연구회 2013 한중언어문화연구 Vol.- No.32

The process of learning languages involves acquiring and comprehending linguistic knowledge. Much debate has been conducted on the topic of language input and output in Chinese language teaching at the college level in China, but not in Korea, where the method of providing Chinese language education has been somewhat unbalanced. To elaborate, Chinese language education in Korea has focused on acquiring the language itself rather than on teaching students how to put it into practice. This study, which is based on teaching theories pertaining to foreign languages and constructivism, divided Chinese language classes into in- and out-class training activities. This study also discussed theoretical and practical studies to advocate the establishment of a student-centered teaching mode in which in- and out-class training activities are created and conducted. A way to reform the mediums and methods of teaching and to carry on the second class room activities is to set up an environment for Chinese language learning in which students are provided opportunities to practice their language and to participate in communication activities; this way, they can acquire the ability to actually use the language. To prove that it is feasible to apply a combination of language input and output in language teaching for students in Korea, the author conducted an experiment, lasting one semester, with 23 students of two classes for advanced learners in a certain college’s Chinese language department. The Chinese teacher was the author herself. The result of the general examinations with a common test paper for all the students from advanced learners in our school is feasible with actual and scientific data. The outcome of the experiment shows that it is feasible to use a combination of language input and output in Chinese language teaching for students in Korea. According to the results of the survey, both learners and teachers should pay careful attention to certain details of both input factors and output factors. On the one hand, from the viewpoint of input, teachers should ensure learners’ favorable quality, quantity, reliability, and significance of the input language. On the other hand, from the viewpoint of output, teachers should provide a relaxed and ordered setting for learners to practice their output. Both input and output are implemented in different modes in Chinese language teaching at the college level. Different teaching modes can be applied to different teaching contents. Therefore, it is necessary to research input and output in different teaching modes. Combining all the positive elements of different teaching modes leads to ideal and effective teaching. Additionally, a better understanding of input and output theories can facilitate Chinese language teaching and learning. This study, on the basis of the fact that Korean students are more competent in reading than in writing and speaking, analyzes how language input and output are used in Chinese language teaching at the college level in Korea. It also points out that language input and output must be balanced. Additionally, using language input and output theories, this study stresses the importance of practice in language output. Finally, it also suggests some ways to make students achieve a balance with regard to linguistic competence. The aforementioned analysis shows that language input and output theories can help improve the state of Chinese language education in Korea.

留学生语伴互助对外语学习自我效能感的影响研究

류군 ( Liu¸ Jun ) 한국중국언어학회 2021 중국언어연구 Vol.- No.96

Based on the S-O-R theoretical model, this study analyzed the effect of language partnership on self-efficacy by selecting international students’ subjects. The following conclusions were drawn from descriptive statistics, relevant analyses, structural equation model verification and brokerage effect analysis of the research data: First, the cooperation in acquiring foreign language knowledge in the cooperation process of international students’ language partners has a great effect on helping them to increase their sense of learning effectiveness when learning a foreign language. Second, the cooperation of foreign language applications in the cooperation process of international language partners helps international students use the foreign language knowledge they have learned in real-life relationships, and greatly affects the effectiveness of learning foreign language learning. Third, foreign language emotional cooperation in the cooperation process of foreign language partners is relatively special, and research shows that it helps students learn foreign languages and experience emotions in studying abroad, and increases in their foreign language learning efficacy. Fourth, in the course of cooperation with foreign language partners, students learn foreign language easily through cooperation, and experience experience, language application practice, and emotion, and this synesthesia emotional experience affects the effectiveness of foreign language learning. The results of the research data show that the mutual assistance between the language partners of foreign students produces a sense of identification such as ease of foreign language learning, practical foreign language application and emotional experience. The model constructed in the final research process is verified: the mutual assistance between foreign students’ foreign language partners Self-efficacy in foreign language learning has a positive effect.

Language Choice, Language Status, Language Display : The Case of English and Korean in Multilingual Conference Settings

Ahn, Soyoung 한국국제회의통역학회 2002 통역과 번역 Vol.4 No.2

This paper discusses the social status of the languages and the sociolinguistic behavior of the language speakers in multilingual conference settings. One prevalent and recurring phenomenon in such settings is the predominant use of the English language (EL), as opposed to other major and exotic languages. Two anecdotal examples of 'less-than-practical' choices of English as the language of speech delivery are presented. Then, this paper addresses the rationale behind minority language speakers' choice of English in multilingual conference settings. The question is answered by examining the status of English as an International Language (EIL), in general, and by examining the theory of language display, in particular. Brief literature reviews of the two theories are followed by the concluding comments on the role of the interpreter as the language mediator in multilingual situations, and as a proponent of language ecology.

청소년의 언어사용 실태 연구

박용성,박진규 한국청소년학회 2009 청소년학연구 Vol.16 No.11

Language is not a mere tool for information communication, exchanging ideas or for writing. In language itself , it includes the persons thoughts or belief, personality, the mental state and so on. Also language shows the identification of the social-cultual community and history. Language is an intermediation between the people of same time and communication space situation which has a form and system. Therefore language experiences changes in form and system when the time or communication space of the language changes. Teenagers tend to use cyber space more than the real world in communication, and they are making their own world in it. The words that are used in communication network is very different from ordinary language because of the desire of teenagers wanting to express their thoughts in a new way. And another concern is the anonymity in cyber space that produces the irresponsible and vulgar expressions. This research will focus on the differences between the cyber space and ordinary language and finding a language guidance for teenagers. Related with this, this research will compare and observe the two language forms and find a language guidance for teenagers to a healthy and desirable language habit. This research has three concrete purposes as follow; First, to make clear of the online language of teenagers daily life. Online language, using computers and cellphones as a intermediation has been used through imaginary space online environment and is spreading fast due to the features of online - easy access, simultaneity, openness. Online language was used only in computer conversations, but now it has spread its range to e-mails, notice boards, text messages and, moreover, our daily life. Second, to confirm the influence of online language. This research will confirm focusing on the positive and negative influence. Because we use computer frequently and using online language is inevitable, teenagers have to have a cool and critical view and discriminate positive and negative influences. In this perspective, this research will have a purpose on confirming online language influence. Third, to present a language purification program. Understanding that the situation of teenage language usage is out of state and having a critical mind and realizing the need of concrete effort, this research will search for the solutions in school education aspect, social family aspect and teenage guidance aspect. 언어는 단순히 정보를 전달하고, 생각을 나누고, 글을 쓰기 위한 도구가 아니다. 언어 속에는 그 사람의 생각이나 신념, 성격, 심리상태 등이 담겨있다. 그래서 언어는 한 사회 문화 공동체의 정체성과 역사를 대변하기도 한다. 언어는 특정한 시대와 공간을 함께 살아가고 있는 사람들끼리 의사소통을 하기 위한 매개체로서, 저들만의 일정한 형식과 체계를 갖추고 있다. 청소년들이 주로 쓰는 청소년 언어 역시 예외가 아니다. 청소년들은 기성세대보다 사이버 세계에 보다 익숙하고 현실세계에서 뿐만 아니라 사이버 상에서 그들만의 세계를 만들어가고 있다. 컴퓨터 통신망에 사용되는 통신언어는 새로운 방식으로 자신의 생각을 표현하려는 청소년들의 욕구 때문에 그들의 일상 언어와는 매우 다른 여러 가지 특징을 보여주고 있다. 청소년의 언어사용 실태와 관련하여 이 연구는 문헌분석 방법과 설문조사 방식을 통해 아래와 같은 구체적 목적 하에 진행되었고 그에 대한 결과를 도출하였다. 첫째, 일상생활에서 청소년 통신 언어의 특징을 밝힌다. 통신 언어는 컴퓨터나 휴대 전화를 매개로 하여 가상의 공간인 통신 환경에서 사용되기 시작한 언어로서 접근의 용이성, 동시성, 개방성이라는 매체의 특성상 그 확산의 속도가 매우 빠르다. 처음에는 컴퓨터 대화방에서만 쓰이던 통신 언어가 이제는 대화방을 비롯한 전자우편, 게시판, 휴대 전화 문자 메시지 등 사용의 범위가 계속 늘어나서 우리의 일상생활 속으로 그 세력을 확장해 가고 있다. 둘째, 통신언어가 주는 영향력을 확인한다. 통신언어가 주는 영향력으로는 긍정적인 측면과 부정적인 측면 모두가 공존하고 있다. 컴퓨터 사용이 우리 생활에 많은 비중을 차지하며 통신 언어의 사용도 불가피한 만큼 큰 이기가 될 수 있도록 청소년들 스스로가 냉정하고 비판적인 시각에서 긍정적 영향과 부정적 영향을 분별할 수 있어야 한다. 셋째, 언어 순화프로그램을 제시한다. 청소년 언어의 사용 실태가 도를 넘어서 심각한 지경에 이르렀음을 인식하고 이러한 문제의식을 가지고 문제해결을 위한 해결방안을 학교교육·가정사회·청소년지도방법 측면에서 모색하여 제시하였다.

금기어禁忌語를 활용한 한국문화 교육 방안 연구― 한국과 중국을 중심으로

심재숙 한국국학진흥원 2013 국학연구 Vol.0 No.23

Languages reflect major or minor culture and psychology of people who speak the language. The object of this study on the language and culture is a tribute to the acquisition of korean language. The phenomenon of the language and culture is the product of a life form and ceremonies. A taboo language is also the product of the times and culture. It will be a short cut to understanding life to observe the taboo culture in everyday life and natural phenomena, animals and plants, and life cycle of human. The purpose of using taboo language in education of korean culture is to cultivate communication ability to understand everyday conversation and to know language imbued with variety culture. At first, the concept of taboo language is investigated in this paper. I looked up every life and date-related, feast annual customs and anniversary-related, suggestion-related, and color-related taboo language. In addition, I have tried the learner to understand the different taboo language culture by analyzing the taboo language in korean and chinese. The plan of korean culture education using a feast annual customs taboo language was described according to three step process of education (‘Semantic transmission step, Confirmation studying step’, ‘Integrated utilization step’) that Seal, B. (1991) proposed. Teacher can take advantage of a variety of traditional play and literature according to beginning, intermediate, and advanced korean language learners. Language is a product of the society and culture. Korean cultural education using a taboo language of idiomatic expressions will be interest field to understand and communicate language and culture. 언어는 크고 작은 문화를 반영한다. 아울러 그 언어를 사용하는 사람들의 심리도 반영하게 되는 것이다. 이러한 언어문화 연구는 한국어 학습에 도움이 될 수 있는 교육 목표를 갖는다. 언어문화 현상은 한 사회의 삶의 형태와 의식의 산물이다. 금기어禁忌語 역시 시대적 산물이며 문화적 산물이라고 할 수 있다. 일상생활이나자연 현상, 동물이나 식물, 생로병사生老病死 등에서 금기문화를 살펴보는 것은 삶을 이해하는 지름길이 될 것이다. 한국문화 교육에서 금기어를 활용하는 목적은, 언어문화 속에 깃들어 있는 다양한 문화를 알고 일상의 대화 상황에서 듣고 이해하며 말할 수 있도록 원활한 의사소통 능력을 기르는 데 있다. 이 논문에서는 먼저 금기어의 개념을 살펴보았다. 금기어의 유형에서는 일상생활과 수 관련 금기어, 명절 세시풍속과 기념일 관련 금기어,연상 관련 금기어, 색채 관련 금기어 등을 살펴보았다. 아울러 한국과 중국의 금기어를 비교·분석하여 서로 다른 금기어 문화를 이해하도록 하였다. 금기어를 활용한 한국문화 교육 방안에서는 Seal, B.(1991)이 제시한3단계 교육 과정인 ‘의미 전달 단계’, ‘확인 학습 단계’, ‘통합 활용 단계’에 따라 논의하였다. 초급, 중급, 고급 한국어 학습자에 따라 다양한 전래놀이나 문학작품을 활용할 수 있을 것이다. 언어는 그 사회와 문화의 산물이다. 관용표현 중 금기어를 활용한 한국문화 교육은 언어문화를 이해하고 소통하는 데 매우 흥미로운 분야가 될 것이다.