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).

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.

다문화 배경 유아를 위한 언어교육 방법 모색 -“언어자각(Language Awareness)” 프로그램을 중심으로-

박영옥,이진경 이중언어학회 2018 이중언어학 Vol.73 No.-

본 논문의 연구 목적은 다문화 유아가 다중언어 환경과 다문화 환경을 자연스럽게 받아들이면서 학교 언어인 한국어를 잘 습득할 수 있는 교육 방법을 모색하는 것이다. 현재 우리나라도 다문화 유치원을 운영하고 누리과정과 연계한 다문화 유아를 위한 언어프로그램도 개발하였다. 그러나 아직 다문화 가정의 부모가 참여하는 프로그램은 부족하다. 유치원 교육에 다문화 배경의 부모가 참여하는 것은 교육의 주요 매개자인 교사뿐만 아니라 학부모가 다문화 유아의 언어 이해에 함께 협업함으로서 사회 언어적 다양성에 도움을 줄 수 있다. 이러한 맥락에서 “언어자각”프로그램은 유아의 언어 발달에는 모든 언어가 유용하다는 사실에 기초하여 다중 언어 환경과 다문화적 접근 방법을 통하여 다문화 유아를 위한 언어교육을 하는 것이다. 또한 유치원 교육에 학부모가 참여함으로서 유아, 교사 그리고 학부모 3자간에 연대감을 형성할 수 있으며, 다문화 가정 유아가 유치원에 적응하는데 도움을 줄 수 있다. 그리고 다문화 유아는 어머니의 언어를 유치원에서 또래들과 함께 배움으로서 보다 긍정적인 자아정체성을 수립하는데도 도움이 된다. 이 프로그램은 다문화 유아뿐만 아니라 또래의 일반 유아들 역시 다양한 언어에 노출됨으로서 자신과 다른 언어, 민족, 문화적 배경이 다른 이들에 대하여 좀 더 열린 시각을 갖게 하여 언어와 문화의 다양성에 접근할 수 있도록 돕는다. 동시에 각 나라 언어의 음소의 구분과 음절의 차이와 유사성을 구분할 수 있는 비교적 시각을 갖게 되어 한국어에 적응할 수 있는 능력을 키워준다. The purpose of this research is to seek a way to support multicultural children to learn Korean language, which is a school language, while multicultural children adopt multilingual environment and multicultural environment naturally. Recently, Early childhood education sector of Korea has also developed a language program for multicultural children, which has been implemented at a multicultural kindergarten and links with the Nuri curriculum, The integrated curriculum of Kindergarten education and Childcare Center education in Korea. However, there are not enough programs for parents of multicultural families. The involvement of parents with multicultural backgrounds in kindergarten education can help sociolinguistic diversity by not only teachers who are the main mediator of education, but also parents as they work together to understand the language of multicultural children. In this context, the “Language Awareness” program is based on the fact that all languages ​​are useful for language development of infants and children. It is a language teaching methodology for multicultural children through multilingual environment and multicultural approach. In addition, participation of parents in kindergarten education can form a sense of solidarity among children, teachers, and parents, and can help children of multicultural families adapt to kindergarten in Korea. This approach is also helpful for multicultural children to establish a more positive identity by learning their mother tongue with their peers in kindergarten setting. This program contributes to both multicultural children and other children in the kindergarten. Non-multicultural children are also exposed to various languages, allowing them to have a more open-view of their own and other languages, ethnic and cultural backgrounds, thus helping them gain access to other languages and cultural diversity. Through this process, it develops the ability to learn Korean with a comparative perspective that can distinguish phonemic distinctions and syllable differences and similarities in each language.

케냐의 언어정책과 국가정체성의 관계 : 스와힐리어 정책을 중심으로

김광수(Kim Kwang-su) 한국아프리카학회 2011 한국아프리카학회지 Vol.33 No.-

Language renders a symbolic identity and ideological framework to a community. In the case where the language is selected by either the nation or the government, a creation of a new identity or a national identity is asked for. Hence, it can be said that the establishment of language urges the development of civilization and national society in a historical respect. Like the majority of nations in Africa, Kenya uses English as their national language for education and international communication, while designating Swahili, the dominant language in East Africa, as their native language. Moreover, Kenya uses 20 out of 40 languages as its native language, thereby hampering a regulation of unity in language. Ultimately, an abstract policy of language can be blamed for obstructing the unification of citizens, resulting in a failure of cultivating a national identity. The situation in Kenya has proved that promoting multiple languages as one’s mother language impedes the development of a single language policy. A definite ideological background or correlation does not exist concerning Kenya’s attitude of non-interference towards its language policy. Indefinite attitudes of government officials and actions to exploit the identity of a nation for the government’s benefit have basically caused the failure in controlling its language policy, with no plans for reformation. In my view, national identity has been deprived, while communal identities have been more firmly established.

淺析臺灣和中國大陸語言政策的未來與展望

leeyichi,한용수 한중인문학회 2020 한중인문학연구 Vol.68 No.-

Language policy has a very important impact on the stability of the national language and the development of society. Taiwan officially released the language-related "Development of National Languages Act" on January 9, 2019. Although the "Language Equality Law Draft" and the "Development of National Languages Act" were drafted more than ten years ago, The new Policy can be seen that Taiwan's language policy is still in the adjustment, promotion and development stage. In Mainland China, the "Law of the People’s Republic of China on the Standard Spoken and Written Chinese Language" was implemented on January 1, 2001. After more than ten years of popularization, the languages policy of Mainland China has It can be considered a stable stage at present. Although the language policy regulations are fixed, the actual implementation method needs to be adjusted depending on each place and situation. Therefore, this article will discuss how Taiwan’s language policy is still developing and Mainland China’s stabilized language policy will develop in the future, and whether Taiwan’s language policy can be popularized and developed steadily as Mainland China’s language policy. How will the policy be maintained in stability and whether there will be other changes. In addition to referring to the preliminary research, differences between the two polices, latest discussion content of the Taiwan Executive Yuan on May 28, 2020 on language policy and the policy guidelines for 2020 and 2021, and “2019 Spoken and Written Chinese Language and Language Life Conditions” released by the Ministry of Education and the State Language Commission of Mainland China on June 2, 2020, will be analyzed to discuss the future development direction and prospects of the language policies of Taiwan and Mainland China. 국가 발전에서 언어와 문자는 없어서는 안 될 부분이다. 언어와 문자의 안정적인 사용으로국가가 원활하게 운영될 수 있기 때문에 언어와 문자를 안정시키려면 언어 정책을 공식화할 필요가 있다. 대만은 2019년 1월 9일에 공식적으로 언어 관련 《國家語言發展法(국가언어발전법)》을 발표하였다. 비록 이전 《語言平等法草案(언어평등법초안)》과 《國家語言發展法草案(국가언어발전법초안)》은 과거에 작성되었지만, 공식적인 《國家語言發展法(국가언어발전법)》은 오랫동안 발표되지 않아 대만의 언어 정책은 아직 조정, 홍보 및 개발 단계에 있다고 볼 수 있다. 중국 본토의 《國家通用語言文字法(국가통용언어문자법)》정책은 2001년 1월 1일에 시행된 뒤 10 여 년을 걸쳐 대중화가 되었는데, 중국 정부의 적극적인 홍보활동으로 지금은 안정적인 단계라고 생각할 수 있다. 언어정책 조례는 규정되어 있지만, 실제 집행방식은 매년 각 지방과 상황에 따라 조정되어야 한다. 그러므로 본고는 대만에서 아직 발전단계인 언어 정책 및 중국의 안정적인 언어 정책이 앞으로 어떻게 발전할 것인지, 대만의 언어 정책이 중국의 언어 정책과 대중화되어 안정적으로 발전할 수 있는지, 중국의 언어 정책이 안정화되었을 때 어떻게 유지되고 또 다른 변화가 있을 수 있는지에 대해 검토하고자 한다.본고는 선행연구 외에, 대만 행정원의 2020년 5월 28일 언어 정책과 관련된 최신 회의의 의논 내용과 2020년 및 2021년 시정방침, 중국 교육부와 국가언어문자공작위원회가 2020년6월 2일 북경에서 발표한 2019년 중국언어문자사업과 언어생활 상황 등의 자료를 통해 대만과 중국대륙 언어정책의 차이점을 간단하게 제시할 것이며, 양자의 미래 발전 방향과 전망을예측하고 분석하며 연구해보고자 한다.

델파이 방법을 활용한 언어영재 교육과정 개발을 위한 기초 연구

김주연(Kim, Ju-Yeon) 원광대학교 인문학연구소 2015 열린정신 인문학연구 Vol.16 No.1

Korean Gifted education has grown in quantitative very much past 10years but it is not sure the quality of curriculums. and each programs of gifted education was configured by gift teachers. So there are serious interval among gifted programs. Especially in area of Language Gifted Education is not agreed "Who is language gifted student?", "How to teach language gifted students?". but so many lanuage gifted education courses are operated nationalwide because there is realistic demends from students, parents and country. If this situation is continued it brings about discredit and skepticism of language gifted education. furthermore, it will infect other area of gifted education. The purpose of this study is developing of language gifted curriculum in nation standard model. There are two research methods were using this study "snow balling" and "Delphai" As a result, it was selected 9 experts of language gifted education and it was leaded out consensus "goals", "ideal characteristics", "content area" and "stratages of approach" of language gifted education. First, as a result anlyzing answers of 9 experts, there are 4 catagoris "knowledge of language", "skills of language", "appreciative competences of language" and "culture of language". especially, there are often referd to "appreciative competences of language". we can anlyze "appreciative competences of language" is more important things than "knowledge of language" or "skills of language", "culture of language" means that make new & meaningful culture of languages. Second, it is selected essential and philosophical contents as "Big-Theme" for example "Human Rrights". ofcourse the major themes are "literature", "writing" and "reading", "recetion", "expression". the result of "stratages of approach of language" is appeared that "holistic way" "integrated aspect".

박경리 『토지』에 재현된 언어와 권력 - 표준어와 방언의 사용 양상을 중심으로

고석주 ( Ko Seok-joo ),정예은 ( Jeong Ye-eun ) 한국문학연구학회 2023 현대문학의 연구 Vol.- No.80

박경리 『토지』에 등장하는 인물들은 서울과 평사리를 비롯해 다양한 지역의 방언을 구사하도록 묘사되고 있다. 작품 속에서 인물들이 사용하는 언어는 인물의 특성을 드러내거나, 상징적인 의미를 내포하는 기능을 수행하게 된다. 『토지』에서는 주로 표준어와 방언 사용을 기준으로 인물 유형을 구분하고, 각 인물들의 특성을 파악할 수 있다. 표준어는 근대 국민국가의 형성과 자본주의 체제하에서 정립되었다. 표준어 규정 이후, 공적인 언어로서 표준어가 사용되며 표준어와 방언 사이에는 ‘근대-전근대’, ‘바른말-틀린말’ 등의 인식이 생겨났고, 이는 곧 표준어와 방언의 위계를 형성하는 계기가 되었다. 또한 표준어와 방언의 위계가 문학 작품 속 언어사용 양상에서도 그대로 재현되어, 인물들의 위계 관계를 직·간접적으로 드러내는 기능을 하게 되었다. 표준어와 방언 사용을 통해 가장 먼저 구분되는 특성은 인물의 신분과 관련된다. 신분이 높은 인물은 표준어를 사용하고, 신분이 낮은 인물은 방언을 사용하는 경우가 대부분이다. 이는 양반 신분의 인물에게 권위를 부여하기 위해, 작가가 의도적으로 표준어 화자로 묘사한 것이다. 표준어와 방언의 구분이 곧 신분의 구분으로 드러나는 경우는 『토지』의 인물들 중 1-2세대 인물들이라면, 2-3세대 인물들은 근대적 교육과 사회적 지위의 차이로 구분된다. 즉, 표준어와 방언 사이의 ‘근대-전근대’ 구분 인식이 언어를 사용하는 인물에게 투영된 것이다. 한편 방언 화자에서 표준어 화자로 전환되는 인물은 주로 시대 변화를 상징적으로 보여주는 인물이기도 하다. 소설 전반부에는 신분 차이로 인해 방언을 사용하다가, 후반부에서는 자본주의 체제 속에서 사업에 성공하거나 근대식 교육을 통해 사회적 지위가 상승하는 인물 등이 그 예이다. The characters in Park, Kyung-ri’s Land are depicted as speaking the dialects of various regions, including Seoul and Pyeongsari. The language used by characters in literary works reveals character traits or performs functions that contain symbolic meanings. In Land, character types can be classified mainly based on the use of standard language and dialect, and identify the characteristics of each. The standard language was established with the formation of the modern nation-state and the capitalist system. After the standard language regulation, the standard language was used as the official language, and the perception of “modernity or premodernity” and “right or wrong” was created between standard language and dialect, which led to the formation of a hierarchy between standard languages and dialects. In addition, the hierarchy of standard language and dialect was reproduced in the use of language in literary works, directly or indirectly revealing the hierarchical relationship of characters. The first distinguishing characteristic through the use of standard language and dialect is related to a person’s status. In most cases, higher status characters use standard language, and lower status characters use dialect. This is a deliberate portrayal of a standard language speaker by the author to give authority to a character with a high status. The distinction between standard language and dialect is also a class distinction in the case of the first and second generation of characters in The Land. And the characters of the second and third generations are distinguished by differences in modern education and social status. In other words, the perception of the “modernity or premodernity” distinction between standard languages and dialects is projected onto the person using the language. On the other hand, characters who transition from dialect speakers to standard language speakers are often symbolic of changing times. In the first half of the novel, he speaks in a dialect due to differences in status, In the second half, examples include character succeeds in business in a capitalist system, or character who rises in social status through modern education.

Language and Ethnicity in Modern Japan

( Toshiaki Yasuda ) 성균관대학교 동아시아학술원 2004 Sungkyun Journal of East Asian Studies Vol.4 No.1

The present article attempts to sketch how language in national studies in 20th Century Japan was connected with the theory of ethnicity, and how these studies about language dealt with the various languages of several ethnicities during the period of Japan`s imperialist expansion. It concludes that it was a failure because Japan read ethnicity excessively into language and this led to an ungraceful lack of imagination about other ethnicities and gave it a sense of superiority over others. Explicitly and implicitly Imperial Japan expounded on the combination of ethnicity and language, and applied that combination only to the ruling language. Even when Japan confronted varieties of other languages it attempted to manage these varieties by appointing the Japanese language as the leader of the alliance. Imperialist Japan attempted to control East Asia and the Greater East Asia Co-prosperity Sphere using the hierarchical status of language led by the Japanese language. If we take this fact as a lesson in disguise, we would conclude that in the East Asian Studies of the 21st Century a hierarchical concept of language is not necessary and that the study of languages should reflect the multi-farious and multi-ethnic East Asia as it is.

STUDY OF AN ECOLOGICAL VIEW OF LANGUAGE ACQUISITION AND LANGUAGE DEVELOPMENT IN PHILIPPINES

Melanie G. Riva(리바),Virgilio U. Manzano(만자노),Kim, Gun Do(김건도) 한국아시아학회 2022 아시아연구 Vol.25 No.4

수세기동안 철학자들과 심리학자 그리고 다중언어학자들은 우리 인류가 어떻게 언어를 쉽고 빠르게 습득하여 완는지 연구하고 논쟁해 왔다. 언어심리학자들은 4가지 주요 언어습득 이론들 행동주의론, 생득설주의론, 구성주의론 그리고 사회상호작용주론 등을 제시하고 있다. 언어습득은 인간에게 내재된 선천적 본능 능력에 의해 언어습득이 이루어진다는 논리와 주어진 환경적 요인 속에서 주요한 역활들을 통해 언어가 자연스럽게 습득된다는 논리사이에서 주목 할 만한 논쟁을 펼쳐왔다고 하겠다. 언어 습득과 발달에 대한 생태학적 조망은 언어습득과정의 초반기 진행되는 양상에 대한 관점들로 유아기 아기와 유아의 언어환경 사이에서 상호작용을 통해 긴박한 결과들로 습득된다고 보는 것이다. 본 연구는 Urie Bronfenbrenner의 생태학적 연구모델을 활용하여 성장기 어린이의 다른 환경속에서 언어습득 과정을 조망해 보기 위한 시도이다. 또한 사례 연구를 활용하여 성장기 아동 학습자가 생태환경의 다른 조건수준에서 상호 작용을 통해 어떻게 모국어와 다양한 언어 공동체 안에서 다른 언어를 습득해 왔는지 조망하였다. 결론적으로 생태학적시스템 이론 적용은 가장 가까운 주변부(미시적)로부터 가장 먼쪽(거시적) 환경까지 주변 환경의 다양한 수준에서 영향들을 받는다는 것이다. 관계망 안에서 어린이가 위치되면서 어린이의 언어습득과 발달에 영향을 미치고 있다고 하겠으며 생태학적 이론 적용은 아동의 언어 발달에 환경적인 영향들을 포괄적으로 조망하는 관점들을 제시하는 것으로 사료된다. For centuries, philosophers, psychologists, and linguists have debated how we acquire language with such ease and speed. Psycholinguistics proposes four major theories of language acquisition - behaviorism, nativism, constructivism, and social interactionism. The acquisition of language has been a remarkable argument between nature, which is anchored on the belief that language is an innate ability, and nurture, wherein the environment plays an important role in the process of acquiring language. An ecological view of language acquisition and development views that the early phases of the language acquisition process are an emergent consequence of the interaction between the infant and its linguistic environment. This paper is an attempt to examine language acquisition using the ecological model of Urie Bronfenbrenner which focuses on the different environments of the developing child. Using a single case study, we examined how a learner acquired her first language and how she learned other languages in a language-diverse community through interactions with the different levels of her ecological system. Ecological systems theory provides a comprehensive framework of environmental influences on the development, including the child’s language acquisition and development, by situating a child within a system of relationships affected by multiple levels of the surrounding environment from the most proximal (microsystem) to the most distal (macrosystem) levels.

Language Policy in Kenya With a Special Reference to Education

황규득 한국외국어대학교(글로벌캠퍼스) 아프리카연구소 2011 Asian Journal of African Studies Vol.30 No.-

Kenya is a typical case of a multilingual society. However, it is argued that the Kenyan languages should include not only Kiswahili but also English as major languages. In fact, English is the exoglossic official language used in government, diplomacy and international arena while Kiswahili is the endoglossic national language that is used for government affairs and also used as a lingua franca facilitating the inter-ethnic communication. Nevertheless, it is important to note that Kiswahili itself is as extrinsic to most rural people as is English, and, only a small proportion who claim to speak are able to engage in serious conversation. The other indigenous and nomadic Kenyan languages are largely used for daily activities to communicate in homes and rural areas. Within the context of language policy for education in the complex language situation in Kenya, there exist some important socio-linguistic problems to be addressed in order to achieve a much more balanced and sustainable multilingual society. This paper recognizes the importance of such meanings and values that the historical experiences of language policy in Kenya should be put into serious consideration. Thus, it is to explore the colonial period of Kenyan language policy that impacted substantially on post-colonial language policy. Following these historical evolutions of language policy in Kenya, the paper attempts to link the main issue of language policy to education in relations to human rights.