Earticle

Ko, Younghee. 2014. Apology expressions of conversational behavious - Focussed on age group 20~30 from Chiba, Japan. Journal of Linguistic Studies 19(1), 1-20. 韓国と日本は最近交流も増加し、韓国人と日本人とコミュニケーションをするチャンスも増えている。しかし、文化間の場面の出来事は文化内の場面の出来事と本質的に異なっていたため(Neustupný 1994)、異なる言語行動が思わぬ誤解を生み、それが積み重なり、結果的にお互いの姿を歪めてしまうことがある(ファン1998)。日本と韓国が人的・物的交流は盛んになり、日本人と韓国人がコミュニケーションをする際に生じる誤解や摩擦の発生する機会も増加しているのも事実である。その特定の言語場面の言語行動の一つとして謝罪がある。謝罪という言語行動はほとんどの言語にみられる発話行為であるが、謝罪の現れ方は帰属グループによって異なる。その裏に隠されている文化的背景にはどのような言語的な文化的な仕組みがあるだろう。本研究では、それぞれの謝罪行為を知るため、そのスタートラインとして今回は日本人の謝罪行為を分析してみた。日常の生活の中で頻繁に起きそうな謝罪場面２つを提示し、ロールプレイを実施した。そして、ロールプレイの後にフォローアップ・インタビューを行った。得られた会話のデータを基に日本人の謝罪行為を分析を行った。(Catholic University of Daegu)

Ko, Yong-Jin. 2014. A study on the discourse functions of ‘NARA’. Journal of Linguistic Studies 19(1), 21-38. 言語を習得して自由自在にコミュニケーションできる能力は「言語の知識の形成」とつながっている。大竹(1988)は、「「言語の知識」とは、「言語的コミュニケーション能力」であって、「文法の知識」と「語用論の知識」からなる」と述べている。いままで意味論の研究が進められ、広義の談話分析と呼ばれる領域で研究成果をあげている。「談話」は、ことばがコミュニケーションのために使われるときに作る、文脈を持ったまとまりのことである。談話分析では、たとえば、「スポーツ大会に誘う」という「勧誘談話」を達成する過程で、どのようなことばが使われるのかを調べ、複数の文のつながりがどのように展開するかを記述するということである。談話のまとまりの中で、どのような「主題」と「叙述」が情報の流れとして組み合わされるかを分析することもできる。ここで、日本語の条件表現は、日常推論の特性を最もよく反映する言語形式といえよう。日本語の条件表現に関していえば、坂原(1985), 益岡(1993), 田窪(2006), 有田(2006)などで前․後件の関連性について研究されている。「ナラ」形式については、Akatsuka(1983, 1985)、久野(1973)、益岡(1993)など、その意味機能の観点から分析が行われている。本稿において、まず、「ナラ」形式の典型的な意味について述べ、テクスト構成的機能と対人関係的機能との関連について分析を加えた。(Cheju Halla University)

Kim Jaewon. 2014. A Case Study on the Proofreading Process of English-Korean Translation. Journal of Linguistic Studies 19(1), 39-64. Until now, there has been serious discussions regarding how to improve the quality of translated texts. Within this context, the purpose of this study is to systematize the proofreading process, supplementing the empirical model for improving translation quality through the case study of many English- Korean translated texts. The model suggested here, has three stages : filtering stage, refining stage and adjusting stage. At the filtering stage, translationese and mistranslation in the translated text(TT) are required to be removed on the basis of 'accuracy' and 'appropriacy' ; at the refining stage, it is required to be revised on the basis of 'relevance', which consists of structural relevance and expressional relevance And examining the translated text through the three stages, the translator can get the accurately, appropriately, relevantly translated text. (Jeju National University)

Yang, Changyong. 2014. Some thoughts on the futuristic directions on making Jejueo dictionary. Journal of Linguistic Studies 19(1), 65-84. The main purpose of this paper is two-fold: 1) to provide based on the review of Jejueo dictionary and 2) to make some suggestions for making a Jejueo dictionary in the future. The present study is mainly based on the linguistic analysis of the revised version of Jejueo dictionary which was published by Jeju Special Self-governing Province in 2009. For the review of Jejueo dictionary, first we look over the general understanding of it in what way Jejueo dictionary is made of from a perspective of form and content. Then, we take a close look at the inside of the dictionary, focusing on some problematic aspects of it from a lexical and grammatical perspective. Based on the review of the dictionary, we try to provide some insightful suggestions into how Jejueo dictionary in the future will be getting better for language documentation and revitalization. (Jeju National University)

Liu, Tingting. 2014. A Corpus Based Study on the relationship between Korean and Chinese classifiers and numerals with focus on ‘Han’ and ‘Yi’. Journal of Linguistic Studies 19(1), 85-105. The purpose of present paper is to analyze and compare the relationships between classifiers and numerals in Korean and Chinese. There are a great number of classifiers in both of two languages and they take an important role in the conversations. Studying on them is very necessary, and the contrastive study is also important. Since comparing the classifiers uses of two languages will be very helpful for Chinese student understanding and studying Korean language. The relationship between classifiers and nouns, and classifiers and numerals are two tasks for studying the uses of classifiers. This paper focuses on the latter. We take ‘Han’ and ‘Yi’ as the samples and we find that: ‘Han’ can signify ‘quantity’, ‘individual’, ‘minimum number’, and ‘respectively’, while ‘Yi’ can mean ‘quantity’, ‘individual’, ‘minimum number’, ‘respectively’, ‘transient behavior’, ‘identical’, ‘entirety’, and ‘the other one’. In this paper, the differences of classifiers and numerals relationships between Korean and Chinese are systematically analyzed which is based on the 21 century Sejong corpus and Chinese CCL corpus. (Yonsei Univerisity)

Byun, Gilja & Kim, Wonbo. 2014. The Importance of Nida(1964)'s Theory. Journal of Linguistic Studies 19(1), 107-126. This paper aims to explore why Nida (1964)’s equivalence theory, three semantic analysis techniques and the three-stage translation system are important to translators. For this purpose, Nida’s theory is analyzed according to the requirements of a good translation theory suggested by Bell (1991). Nida’s equivalence theory suggests that translation should be different according to text type, audience, and purpose of authors. Meanwhile, three techniques to analyze meanings help translators to find an appropriate target language word when encountering difficulty in choosing it because of language and cultural differences between two languages. What’s more, the three-stage translation system applying Chomsky’s generative transformation grammar contributes to translators paying attention to foreign language competence, translation shifts and native language expressions. In such theories, Nida introduced the translation focusing on receptors, the meaning difference according to context and culture, and a systematic approach to translation by applying multiple disciplines including linguistics. This paper concludes that Nida’s theory satisfies the requirements of a good theory both on the theoretical and practical level. (Macquarie University & Jeju National University)

Cha, Mi-yang. 2014. Syntactic Maturity in EFL Composition: A Case Study of an Overseas Language Program. Journal of Linguistic Studies 19(1), 127-150. The present study compares syntactic maturity in the English composition written by Korean university students. 54 participants were divided into two groups: 27 exchange students and 27 domestic students. While exchange students joined a 15-week overseas language program, domestic students took an English writing class in Korea during the same period. Pre- and post tests were undertaken, and five syntactic measures were employed for the analysis: words per T-unit, words per clause, clauses per T-unit, subordination ratio, and number of T-units. Each measure was analyzed to assess the differences between the groups before and after the treatment period, and statistical analyses followed. Results showed that students in both groups attained significant growth of syntactic maturity in writing, generating longer production units containing greater clausal density and more complex structural items after the treatment period. No significant differences were found in growth of syntactic maturity between the two groups after 15 weeks. It is unlikely that overseas language programs play a particularly distinctive role in developing syntactic maturity within a 15-week period. (Namseoul University)

Guilloteaux, Marie-Jose. 2014. Affect Regulation in Language Classrooms. Journal of Linguistic Studies 19(1), 151-171. This study test Kuhl’s (2000b) Personality Systems Interaction (PSI) theory, which postulates that engaging (and staying engaged) in challenging learning activities requires the ability to tolerate periods of mildly negative affect and recover positive affect easily. The current work thus investigates the affect regulation of over 200 South Korean middle school EFL students in three high- and three low-motivation learner groups. Students reported various positive or negative affective states in a series of six brief picture-based questionnaires that were administered at random points over two regular EFL classes. Each series of results yielded a specific affect profile for each student. Affect profiles were classified into types that PSI theory considers adaptive or less helpful. The results are in line with PSI predictions. Constantly negative affect profiles across the duration of a lesson were more frequent in the low-motivation than in the high-motivation groups. More students experienced transitions between negative and positive affect in the high-motivation groups, suggesting that the teachers in these groups may have been better at creating opportunities for students to move between affective states or that motivated students are better at regulating their own motivational states. Implications for classroom practice are discussed. (Gyeongsang National University)

Kim, Dae-Young. 2014. The Portential of Harmonizing Cognitive Linguistics and Relevance Theory in Studying Metaphor. Journal of Linguistic Studies 19(1), 173-197. Cognitive linguistics and Relevance Theory share two common points. First is that both the two theories view metaphor as a natural linguistic mechanism which reflects human cognitive activities. Second is that both sides accept subjectivization in the process of meaning determination. However, when metaphor is used in ordinary language communication, it holds implicated meanings that transcend the literal sense of the sentence (i.e. linguistic/rhetorical use of metaphor), which is context-dependant and sensitive. This is different from conceptual metaphor, which is a way of thinking that brings about a range of language expressions that involve that type of thinking. Furthermore, whereas Relevance Theory views that the process of interpreting utterance is composed of two clear-cut phases (i.e. decoding and inference), the embodied-mind hypothesis by cognitive linguistics disregards this modularity. Focusing on those theoretical common points and differences between cognitive linguistics and Relevance Theory, I tap on the potential of harmonizing those two sides in studying metaphor. (JeonJu University)