Earticle

이 연구는 역사적으로 언어적 동질성이 높은 한 국 사회에서 생활하는 이문화 가정의 언어적 역동성을 파악하는 것을 목적으로 한다. 한국인이 아닌 외국인 부모가 어떻게 언어를 사용하고 자녀와의 이중언어 관리를 어떻게 하는지, 그리고 외국인 부모의 개인 적 배경이 자신의 가정 내에서 언어 사용 실행에 어떤 영향을 미치는 지에 대해 탐구한다. 이 연구는 저자의 박사 학위 연구 프로젝트의 일 환으로 수집된 다양한 언어 배경과 문화적 정체성을 지닌 130명의 외 국인 부모로부터 얻은 설문 조사 데이터를 가지고 참가자의 변수들 간 의 관계를 검토하기 위해 단면 연구 방법을 통한 양적 데이터 분석을 활용했다. 연구 결과, 대부분의 외국인 부모는 개인의 변수와 관계없 이 일반적으로 자신의 편안한 공간인 집에서 조차 자녀와 주로 한국어 로 의사소통 하는 것으로 나타났다. 이와 더불어, 외국인 부모의 개인 적 배경과 그들의 언어 선택은 독립적인 관계에 있는 것으로 나타났 다. 그들은 자신의 계승어 보다는 한국어를 사용하는 것을 선호했다. 이러한 결과는 이문화 자녀의 계승어 유지를 위한 지원과 자원을 개발 할 때, 외국인 부모의 개인적 배경을 넘어서는 요소들을 고려해야 한다는 점을 시사한다. 외국인 부모가 그들의 가정 및 사회공동체에서 언어 선택에 영향을 미치는 다른 요인들을 탐색하는 것이 중요하다. 이 연구는 이중문화적 맥락에서 이루어지는 언어 결정 과정의 복잡함 에 대한 중요한 통찰을 제공한다. 또한, 이해관계자들이 계승어를 적극적으로 지원하고 장려함으로써 가질 수 있는 중대한 영향력을 강조 한다. 이러한 지원은 외국인 부모와 자녀가 주류 사회 내에서 문화적 협상과 정체성 형성을 하는 데 있어 필수적일 수 있다.

This study aimed to identify the linguistic dynamics within bicultural families residing in South Korea, a historically and linguistically homogeneous society. It also explores how non-Korean parents negotiate language use and manage bilingualism with their children and examines whether the individual backgrounds of non-Korean parents influence language practices with their children in the unique linguistic environments of their homes. Survey data from 130 non-Korean parents with diverse linguistic backgrounds and cultural identities collected as part of the author’s larger doctoral research project were analysed. The study employed quantitative data analysis via a cross-sectional approach to simultaneously examine relationships between variables among a diverse group of participants. The findings revealed that most non-Korean parents in this study communicated predominantly in Korean with their children, even at home in their comfort zone, regardless of personal variables. Additionally, non-Korean parents’ backgrounds appeared to be independent of their language choices. They used Korean alone rather than ethnic heritage languages. These findings suggest that stakeholders should consider factors beyond the individual backgrounds of non-Korean parents when developing support and resources for heritage language maintenance in bicultural children. Exploring other factors influencing the language choices of non-Korean parents in their homes and communities is crucial. This study provides valuable insights into the intricate processes of linguistic decision-making in a bicultural context. Moreover, it underscores the significant impact that stakeholders can have by actively promoting ethnic heritage languages. Such support can be essential for cultural negotiations and identity formation among non-Korean parents and their children in mainstream society.

언어와 문화의 관계는 매우 밀접하다. 외국어를 배울 때 현지 관습을 이해하지 못하여 잘 못된 용어를 사용하거나 어떤 이유로 인해 현지에서는 잘 쓰지 않는 용어를 사용하는 상황이 나타나기도 한다. 이로 인해 현지에서 쓰지 않은 용어를 사용하면 불편한 상황을 초래하거나 틀린 이유를 명확하게 알지 못해 양쪽 입장이 난처해질 수 있다. 현지인의 입장에서는 상대방이 외국인이기 때문에 웃어넘기며 상황에 맞는 정확한 용어와 이유를 알려줄 수도 있지만, 어떤 사람은 잘못된 사용에 대해 알려주지 않는 경우도 있다. 이런 상황을 피하기 위해 교육현장에서 다양한 문화와 금기어 등을 학생에게 가르쳐줄 수 있 다면, 학생들은 많은 어색한 상황을 피할 수 있으며 더 나아가 현지 문화를 더욱 깊이 있게 이해할 수 있다. 본고는 중국어학습자에게 참고가 될 수 있을 뿐만 아니라 대만의 독특한 문 화와 습관도 보여준다. 본문에서는 대만의 특정 장소나 상황에서 피하고자 하는 용어와 행동을 큰 범주로 나눠 대만 문화와 그와 관련된 금기어를 더욱 기본적이고 전면적으로 살펴보았다. 대만의 많은 언 어습관은 대만 민남어의 영향을 받고 있는데, 금기어도 이와 마찬가지로 대만 민남어에서 파 생된 단어가 많다. 본문에 서술한 병원, 혼인, 직업, 명절 등의 여러 주제와 관련된 금기어와 금기문화를 통해 특수한 대만 금기문화를 이해할 수 있을 뿐만 아니라 언어현상과 국민들의 심리상태도 알 수 있다. 게다가 한국에서 대만 금기문화와 관련된 논문이 그리 많지 않아 본 문은 한국의 대만 금기문화연구 영역에 도움을 줄 수 있으리라 판단된다.

Language and culture are inextricably linked. When learning a foreign language, we often make mistakes when we don't understand the local customs, which not only causes displeasure to other people, but also puts us in an awkward situation without knowing the reason. Some local people may not take it seriously because the other people are foreigners and instead, they tell them the correct terminology and its taboos, etc. However, when some local people avoid telling the foreigners about the correct language and its taboos, the foreigners may be afraid to use the language again for fear of making mistakes. In order to avoid such similar situations, it is believed that if we can let students know such cultural taboos when teaching, many embarrassing situations can be avoided and students can learn more about the local culture and explore the influence of the culture and language. This paper provides a general understanding of the words and behaviors that are not allowed in certain places in Taiwan, and it will serve as a reference for Chinese language learners as well as for readers to understand the unique customs of Taiwan. Many Taiwanese language habits are influenced by Taiwanese dialect (Hokkien), and taboo words are no exception, therefore there are many words derived from Taiwanese dialect (Hokkien), and most of them are homophonic, puns, and associations. This paper attempts to include taboo words in the situation of hospitals, marriages, industries, and festivals in the hope of providing a broader analysis so that more people can understand the basic taboo language culture in Taiwan, and also learn the linguistic phenomena that influence the local culture through those taboo words. Furthermore, the study shows that we can have a general understanding of the psychology of a country's people from the taboo language culture.

The history of After Japan-China War so-called: "Imperialisation (Kominka)" Policy, has been understood as a one-sided assimilation process to Japanese. It will be taken for a similar image about the policy on language for the Korean, too. In fact, the strength to force Japanese on was strengthened, and there was tile movement that was going to reduce an opportunity of the use of Korean. However, it was not the measures that were realistic for the governor-general`s office "crossing out (malsal)" Korean in the situation that Japanese diffusion rate was not necessarily high in. On the other hand, it is a fact that a lot of people applied Japanese in the everyday life and vocabularies derived from Japanese spread among Korean people, Then, what would be the political and social connotation of the existence of Japanese? In this paper, I want to think about "language problem" in a connection with the political and social history.

日中戰爭以後、いわゆる 「皇民化」政策期の政策史は、日本人への一方的な同化の過程として理解されてきた。朝鮮人に對する言語政策に關しても同樣なイメ一ジで受け止められていよう。事實、日本語を强要する强度は强まっていき、朝鮮語の使用の機會を縮小しようとする動きもあった。しかし、全體的にみれば、日本語普及率が必ずしも高くない狀況で、朝鮮語を 「抹殺」することは總督府にとっても現實的な對策ではなかった。他方で、日本語を運用する人も多く、日常生活のなかにも日本語系語彙が浸透していったことも事實である。そのとき、日本語という存在の政治、社會的な含意は何であっただろうか。本稿では、「言語問題」を政治、社會史の脈絡において考えてみたい。

중일전쟁이 발발한 이후 ‘황민화’정책을 펼치기 시작한 조선총독부의 갱책에 대해서는 소위 일본으로의 일방적인 동화의 과정으로 이해되어 왔다. 조선에서의 언어정책에 대해서도 같은 이미지가 존재한다고 보여진다 실제 일본어를 강요하는 강도가 점차 높아져 갔고， 조선어를 사용할 수 있는 기회를 축소하고자 하는 움직임도 있었다. 그러나 전체적으로 볼 때， 일본어 보급률이 높다고 할 수 없었던 당시 상황에서 조선총독부가 취한 대책은 현질적이었다고 보기 는 어렵다. 한편 일상생활 속에서 일본어계 어휘가 침투해 간 것도 사실이다 위와 같은 상황에서 일본어라는 존재의 정치· 사회적인 함의는 어떻게 규정할 수 있을까? 본고에서는 식민지시기 조선에서의 언어정책을 통해 ‘언어문제’를 정치 ·사회사적인 맥락에서 짚어보고자 한다.

The history of After Japan-China War so-called: "Imperialisation (Kominka)" Policy, has been understood as a one-sided assimilation process to Japanese. It will be taken for a similar image about the policy on language for the Korean, too. In fact, the strength to force Japanese on was strengthened, and there was tile movement that was going to reduce an opportunity of the use of Korean. However, it was not the measures that were realistic for the governor-general`s office "crossing out (malsal)" Korean in the situation that Japanese diffusion rate was not necessarily high in. On the other hand, it is a fact that a lot of people applied Japanese in the everyday life and vocabularies derived from Japanese spread among Korean people, Then, what would be the political and social connotation of the existence of Japanese? In this paper, I want to think about "language problem" in a connection with the political and social history.

Pygmalion, written by George Bernard Shaw in 1912, adopts the well-known Greek myth, which deals with love between Cyprus King Pygmalion and his statue Galatea. In Pygmalion, instead of King and his statue, Dr. Higgins and a flower girl Eliza appear to represent extremely different classes. In particular, Higgins as a phonetician emphasizes the importance of English language being properly taught. In this vein, he bet he can change her kerbstone language within three months. As an element of capitals, language use is indispensably connected with one's social class. Thus language matters. According to Pierre Bourdieu, habitus has three capitals: social, economic and cultural. Among them, one's language use, as a cultural capital, is deeply and inseparably related to show one’s social class. This kind of social class exposes one's habitus which is combined with the three capitals. Eliza cannot equip with any capitals mentioned above; however, after language learning and practice from Higgins, finally she can be misidentified as a Hungarian princess at a party. What are interesting and important are how translators produce Eliza's expressions and to what extent translators' visibility can be achieved. For analysis, three Korean translations are examined. They are translated by professors whose majors were English drama, not by professional translators. Translating plays requires that to what extent translators can transfer stage language expressions into daily ones practised in everyday life, rather than to reach modest equivalence. Interestingly, in translating Eliza's language as a flower girl three translators adopt a peculiar dialect which is mainly used in Chungcheong Province. The reason is that the dialect sounds neutral and can deviate some provincial milieu. Among three translations, TT2 shows a little confusion in adopting a couple of different dialects when translating Eliza's words. In comparison with three translations, TT3 shows the most faithful and readable sentences in Eliza's lines so that TT3 can be acknowledged to be appropriate for the stage language by acquiring readability.

This case study examines the characteristics of university journals in Indonesia on the country’s most used platform, Open Journal Systems (OJS), following a decade of rapid growth in scholarly publishing. A sample of 558 journals, published by 93 Indonesian universities, was analyzed with a focus on four main aspects: accessibility, language, academic discipline, and indexing status. Based on OJS Beacon data, 96.7% of the journals offer free public access without requiring a login. Among the 539 open access journals in the sample, 51.8% were published in Indonesian, 28.5% in English, and 16.3% were bilingual. The most common academic disciplines include commerce, management, tourism and service, and studies of human society. National indexing services reveal that 78.9% are listed in Garuda, 25.2% possess Arjuna accreditation, and only 5.4% are ranked as Science and Technology Index (SINTA) 1 or 2. While 95.7% are indexed in Google Scholar, only one journal is found in Scopus and none in Web of Science. These findings highlight the influence of government policies on open access publishing and underscore ongoing efforts to balance national language usage with global academic communication. This comprehensive analysis provides insights into the evolving landscape of scholarly communication in Indonesia and informs future policy developments and international collaboration.

Purpose: This study aimed to establish the translation adequacy and examine the psychometric properties of FaceMask Use Scale (FMUS). Methods: This methodological study employed a cross-sectional design with repeatedmeasures. Phase 1 examined the equivalence and relevance of English and Chinese versions of FMUS. Phase2 examined the internal consistency, stability and construct validity. Different sample batches (213 universitystudents and 971 general public) were used appropriately for psychometric testing. The 2-phase data were collectedbetween January and April 2017. Results: In Phase 1, the semantic equivalence and relevance (item- and scale-levelcontent-validity-index=100%) was satisfactory. Furthermore, from 133 paired test-retest responses, the quadraticweighted kappa (.53~.73, p<.001) and Intraclass Correlation Coefficient (ICC=.81) between the English andChinese version of FMUS were satisfactory. In Phase 2, FMUS demonstrated satisfactory internal consistency(Cronbach’s ?=.80~.81; corrected item-total correlation coefficients=.46~.67) and two-week test-retest stability(ICC=.84). The known-groups method (t=3.08, p<.001), exploratory (71.10% of total variance in two-factor model)and confirmatory factory analysis (x2/df=4.02, Root Mean Square Residual=.03, Root Mean Square Error ofApproximation=.06, Goodness of Fit Index=.99, Comparative Fit Index=.99) were all satisfactory for establishingthe construct validity. Conclusion: The FMUS has an equivalence Chinese and English versions, satisfactoryreliability and validity for measuring the practice of face mask use. This poses clinical and research implications forthose community health nurses who works on respiratory protection. Further research should be conducted on the‘negligent practice’ of FMU.

The purpose of this study is to study about "Who speaks what language to whom and when and to what end?" in the language community of Jeju, focusing on the rules made by extralinguistic constraints. The research especially covers the diglossic situation and code-switching in Jeju. It is predicted cautiously that the diglossic situation in Jeju may last rather than it changes into a single variety community.

This study examined what the effects of computer discussions on interactive English language use of students who were considered reticent in class, and their perceptions of self-efficacy and language anxiety, and how different individual types of students would interact with the different contexts of oral and computer discussions. Data were collected using quantitative methods for discussion data and self-efficacy and language anxiety measures, and qualitative methods for interview and class observation from an advanced ESL writing class. The results indicated that the computer discussions seemed to help reticent students enhance their quantitative productivity in discussions, but it did not necessarily elicit more sophisticated and complex English language from these students. The analyses for students’ self-efficacy and anxiety measures further suggested that the computer discussions could contribute to lowering students’ language anxiety but not to improvement of their self-efficacy. In addition, the qualitative analysis illustrated that the students of one participant group would establish different emotional experience from those of the other group in the oral discussions. Then, the experiences of these students seemed to be created differently within the novel context of computer discussions.

The purpose of this study is to examine how adult second language(L2) learners negotiate their identities in the workplaces of their immigrant lives through language practices. Multi-cultures and multi-norms exist in the workplaces, and L2 learners’ identities were fluctuating, depending on the time and places. Along with their multi-layered identities, this study also showed their power relationships through their language use. This study employed a qualitative research design which includes case study methodology and narrative analysis. The theoretical framework of this study is post-structuralism in which language is treated as the site of identity construction. This study argues when second language learners are encouraged to speak in whatever language they feel comfortable, they have more opportunities to move into new circumstances seamlessly.

The NNEST movement has acknowledged NNESTs’ shared mother language with learners for instructional and emphatic purposes. This study points out that such contributions are appreciated but should not justify instruction heavily or exclusively given in the L1 in English language classes taught by Korean NNESTs, which is predominantly practiced in Korea’s higher education. To help NNESTs in the EFL setting pedagogically and meet learners’ communicative needs, this study suggests consecutive bilingual instruction (CBI) as an alternative that balances NNESTs’ use of English and the L1 in the classroom. For the experiment, the researcher provided all instructions in English and then in Korean for the same content consecutively in five English language courses for one semester. Data were collected from a post-course survey (N = 104) and two focus group interviews (N = 12) to examine how CBI was perceived by students. Findings show that students’ confidence and proficiency in English increased through the courses, and over 90% thought CBI influenced their improvement moderately to very strongly. CBI was especially effective for beginner learners. NNESTs struggling with the burden of English-only instruction are encouraged to adopt CBI as a medium of instruction to develop themselves pedagogically and benefit students’ learning. Implementation strategies are also suggested.

Recent research has mapped the ways social identity and co-membership have a great impact on the success of children’s language acquisition. Social identity and co-membership are powerful in language learning processes. This study explored the social identities and co-membership of preschool children through language use and interactions with their peers, teachers, and adults in the classroom. The sociocultural theory of learning and the sensitizing concepts are used as the framework of this study to capture what we see in the ordinary social world. Data were collected from observations, interviews, and field notes and analyzed to identify preschool children’s social identities and co-membership in language learning processes. Findings indicate that preschool children’s historical and cultural backgrounds should be appreciated in constructing their social identities and co-membership. The study also implies that ethnographic research should be conducted for deeper understandings of social contexts in shaping people’s lives and experiences.

This study investigates the reclassification of English locative verbs with the following question: What factors caused the change? Firstly, the patten of the class change is observed in terms of both synchronic and diachronic perspectives, and then possible factors that cause the change are investigated sequentially by examining whether the factors may be operable. In addition, this study observed what factor can work at the base and what factor can be applied extensively. Reclassified verbs have changed their class from Ground-only to alternating verb class, and there is a preference to use most alternating locative verbs in Figure precedent constructions. This study reveals that there are two processes or two levels of processing that affect the syntactic change involved in the use of locative verbs, but they are independent. In one case, semantic change directly affects the structure of locative verbs. In the second case, the cognitive process directly causes the class change. However, this change is not affected by semantic change. Figure Precedence Principle can be an important factor in explaining the change in the use of locative verbs by reflecting on the cognitive process of human brain.

Recently the use of language learning apps such as Rosetta Stone and Duolingo has gained popularity among foreign language learners, especially for those who want to learn foreign languages for general purposes. In this presentation, the presenters are going to report the results of 10 graduate students who used various language learning apps using their mobile over a period of ten weeks. The study aims to investigate learners’ attitudes toward foreign language learning apps and examine whether there is any significant difference in their attitudes depending on various factors. For the data collection, the questionnaire survey was administered to the participants and they were also asked to submit their progress reports (Weeks 2, 6, and 11). Then, their reports were analyzed using the NVivo (version 12). Due to the small sample size and short length of the participants’ use of the apps, the results may be preliminary in drawing any substantial conclusive findings, but will still give us some insights as to what we can do to help these language learners in the future

This study, using the adapted version of Oxford’s (1990, pp. 283-291) 80-item Strategy Inventory for Language Learning (SILL), examined the relationship between gender, academic major and the self-reported language learning strategy (LLS) use of 217 university students learning English in the Chinese context. The study differed from previous SILL studies in that the data were interpreted from social and educational perspectives. Results showed that the frequency of overall strategy used by female students was significantly higher than that by male students. However, male students surpassed female students in the use of individual strategies. As regards academic major, social science students employed LLS with greater frequency than science students in the use of overall strategy, strategy categories and individual strategies. Analysis of these findings revealed some distinctive features in the students’ use of learning strategies which could be linked to some factors concerning their social and educational background. Interpretation of these results and pedagogical implications are presented.