Earticle

本稿は、バーネットの『Little Lord Fauntleroy』の日本初訳である若松賤子の『小公 子』(1892)を中心に、後代の川端をはじめとするいくつかの翻訳物に見られる否定表 現の翻訳様相について比較･対照考察したものである。方法としては、英語では ‘no/not/never’ を含む文、日本語では終止に ‘〜ない/〜ず/〜ぬ’ をとる文を否定形と みなし、原文第1章･第4章を中心に例文単位で対照した。 検討の結果、原文の否定表現が訳文でも否定として維持される場合と、肯定表現 へと転換される場合がともに観察された。また、原文に否定がない箇所で訳文に否定 が導入される事例も確認した。さらに、相違点に着目し、時代的推移に伴う表現傾向 や、日本語訳と韓国語訳という目標言語の違いが選択に影響しうることも指摘した。 否定表現は文脈や談話機能により多様な効果を生む。翻訳者はまず原文の意図と 用法を把握し、その上で目標言語に適した翻訳戦略を選択･運用する必要がある。必 要に応じて文構造を調整し本稿は、バーネットの『Little Lord Fauntleroy』の日本初訳である若松賤子の『小公 子』(1892)を中心に、後代の川端をはじめとするいくつかの翻訳物に見られる否定表 現の翻訳様相について比較･対照考察したものである。方法としては、英語では ‘no/not/never’ を含む文、日本語では終止に ‘〜ない/〜ず/〜ぬ’ をとる文を否定形と みなし、原文第1章･第4章を中心に例文単位で対照した。 検討の結果、原文の否定表現が訳文でも否定として維持される場合と、肯定表現 へと転換される場合がともに観察された。また、原文に否定がない箇所で訳文に否定 が導入される事例も確認した。さらに、相違点に着目し、時代的推移に伴う表現傾向 や、日本語訳と韓国語訳という目標言語の違いが選択に影響しうることも指摘した。 否定表現は文脈や談話機能により多様な効果を生む。翻訳者はまず原文の意図と 用法を把握し、その上で目標言語に適した翻訳戦略を選択･運用する必要がある。必 要に応じて文構造を調整し、否定を自然に組み込む、あるいは意味･効果の等価を保 つ語彙に言い換えるといった手続きが有効となる。 本稿で取り上げた例からも、訳者ごとの語彙選択や表現上の戦略が異なるかたち で機能していることがうかがえる。ここでは、そうした選択を史的な流れと対照の枠 組みから概観し、否定表現の翻訳が形式面(否定/肯定の維持･転換)と機能面(強調･婉 曲･推量･拒否など)の相互調整として現れることを示した。今後は資料拡充とコーパ ス化による検証を課題とする。、否定を自然に組み込む、あるいは意味･効果の等価を保 つ語彙に言い換えるといった手続きが有効となる。 本稿で取り上げた例からも、訳者ごとの語彙選択や表現上の戦略が異なるかたち で機能していることがうかがえる。ここでは、そうした選択を史的な流れと対照の枠 組みから概観し、否定表現の翻訳が形式面(否定/肯定の維持･転換)と機能面(強調･婉 曲･推量･拒否など)の相互調整として現れることを示した。今後は資料拡充とコーパ ス化による検証を課題とする。

This study compares and contrasts the translation tendencies of “negative expressions” observed in Wakamatsu’s Shoukoushi, a Japanese translation of Burnett’s Little Lord Fauntleroy, with those found in translations by Kawabata and later translators. The analysis reveals three distinct patterns: cases where the “negative expressions” in the original text are directly rendered as such in the translations, cases where they are not, and instances where “negative expressions” appear in the translations despite their absence in the original text. The differences among these translations highlight not only the shifts in the Japanese language over time but also variations in translation tendencies depending on whether the target language is Japanese or Korean. Since “negative expressions” serve diverse functions depending on context, translators must first accurately grasp the intent and nuances of the source text. Based on this understanding, they should select appropriate translation strategies tailored to the target language. Each language has its unique ways of expressing negation, which may necessitate adjustments in sentence structure to naturally incorporate negation or the use of vocabulary that conveys the nuances of the original. The case studies examined in this paper demonstrate diverse choices of vocabulary and style among translators.

본 연구는 한국어교육에서 교사의 학습자 모국어 활용이 학습자의 성취 도 및 교수 효과에 미치는 영향을 분석하는 것을 목적으로 한다. 이를 위 해 동일 언어권 학습자로 구성된 세종학당의 초급 학습자를 대상으로 실 험집단(모국어 활용)과 통제집단(한국어만 사용)으로 나누어 학습자의 성취도를 비교하고, 해외 파견 교원을 대상으로 설문조사를 실시하였다. 연구 결과, 실험집단이 통제집단보다 전체 성취도 점수가 높았으며, 특 히 읽기와 쓰기 영역에서 유의미한 차이를 보였다. 이는 학습자가 문어 적 정보를 처리할 때 모국어를 활용하는 것이 이해도를 높이는 데 기여할 수 있음을 시사한다. 또한, 교사들은 학습자의 모국어 사용이 성취도 평 가 결과에 미치는 영향보다 교수 효율성과 학습자의 수업 만족도를 높이 는 요인으로 작용한다고 인식하는 것으로 나타났다. 본 연구는 한국어교 육에서 교수법 선택의 유연성이 필요하며, 학습자의 수준과 학습 목표에 따라 모국어 활용 전략이 조정될 필요가 있음을 시사한다. 또한, 해외 파 견 교원의 언어 역량과 교수 효과성 간의 관계를 보다 체계적으로 연구할 필요가 있으며, 향후 연구에서는 다양한 학습자를 대상으로 한 추가 연 구가 요구된다.

This study aims to analyze the impact of teachers' use of learners' native language on learners' achievement and teaching effectiveness in Korean language education. To achieve this, beginner-level learners at King Sejong Institute, grouped by the same native language, were divided into an experimental group (using native language) and a control group (using only Korean). The learners' achievements were compared, and surveys were conducted with overseas-deployed teachers. The results showed that the experimental group scored higher in overall achievement scores than the control group, with significant differences particularly in reading and writing areas. This suggests that using the learners' native language to process text-based information can contribute to better comprehension. Additionally, teachers perceived the use of learners' native language as a factor that enhances teaching efficiency and learner satisfaction rather than merely influencing achievement evaluation outcomes. This study highlights the need for flexibility in instructional methods in Korean language education and suggests that strategies for utilizing learners' native languages should be adjusted based on their proficiency levels and learning goals. Furthermore, it emphasizes the necessity of systematically studying the relationship between overseas-deployed teachers' linguistic capabilities and teaching effectiveness. Future research should include additional studies targeting diverse learners.

본 논문은 글로벌 시대를 살아가는 외국어 학습자들의 학습환경에서 IT기술과 학습콘텐츠의 개발을 통해 사용자 성향별 맞춤 콘텐츠를 제작하는 방법론에 대한 연구이다. 전 세계의 다양한 외국어 학습자들이 모바일기기와 모바일학습콘 텐츠를 활용하여 다양한 분야의 학습활동을 하고 있으며 외국어학습이 대표적인 모바일 학습분야의 하나라고 볼 수 있다. 제시된 외국어학습콘텐츠 구성은 학습자의 모국어 음성·문자 텍스트를 기반으로 정보수집 및 콘텐츠 제작의 과정을 거쳐 사용자의 성향별 학습콘텐츠를 구성하는 방법을 제시하였다. 이는 학습자의 학습활동이 실제사용환경과 최대한 유사하게 만들어서 학습과 실제사용에 차이점이 없도록 콘텐츠를 구성하여 학습 후 시행착오를 거쳐 올바른 사용 순서로 이루어지는 기존의 학습방법과 차이를 보여준다. 또한 학습자 개인의 선호 어휘·문맥을 콘텐츠화하여 학습에 사용하므로 학습콘텐츠와 개인성향의 일치를 이루어 학습의 이질감을 최대한 줄여주는 역할을 할 수 있다. 본 연구 내용을 토대로 학습자의 모국어 어휘·문맥 분석 및 텍스트화 과정에 대한 추후 연구가 필요하다.

This paper is a study on the methodology of making customized contents according to user 's tendency through the development of learning contents utilizing IT. A variety of learners around the world use mobile devices and mobile learning contents to conduct their learning activities in various fields, and foreign language learning is one of the typical mobile learning areas. Foreign language learning contents suggested in this study is constructed based on the learner’s verbal and text information in accordance with the user’s vocal tendency. It is necessary to find out a suitable method to translate the user's native language text into the target language and make it into user friendly content.

The task-based approach to second or foreign language pedagogy aims to provide learners with a natural context for authentic language use. While learners are performing real-world or pedagogical tasks, they have opportunities not only to get a rich and comprehensible input of real language, but also to produce target language items to exchange meanings. Interaction in doing the tasks is thought to facilitate language learning process. Thus, one of the important things that teachers have to do first for their task-based English classes is to design tasks for target language items reflecting native speakers’ authentic language use. It is expected that learners can communicate with foreigners using the prescriptive target language items outside the classroom. This research attempted to find out if non-native English teachers would be able to make accurate predictions about target language items in terms of language forms and lexical phrases that would naturally occur when English native speakers carried out two types of tasks (closed tasks and open tasks). The results showed that many language items predicted by non-native English teachers did not appear in the recorded data by English native speakers, especially for open tasks. Thus, this research called into question the practice of setting tasks at the end of a PPP cycle (presentation, practice, and production), to allow students to put into use target language items that has previously been practised.

본 연구의 목적은 제 2언어와 목표 문화, 그리고 윤리 교육을 위한 학습 자료로서 영화 음악의 가능성을 파악하고 그것의 효율적인 활용도를 고찰하는 것이다. 몇몇 교수자들은 언어 교실에서 음악이나 노래가 단지 부차적인 학습 자료라고 간주하는 경향이 있다. 그러나 음악은 시대에 따라 그 나라의 언어뿐만 아니라 사상과 문화 및 다양한 관념을 반영하기 때문에 훌륭한 학습 자료가 될 수 있다. 이를 고찰하기 위해 본 연구는 디즈니의 유명한 애니메이션, 라이온 킹(The Lion King) 음악을 선정하여 이를 활용한 구체적인 학습 활동을 제시하였다. 영화 음악 중 선정된 5곡은 <Circle of life>, <I just can't wait to be king>, <Be prepared>, <Hakuna Matata>, <Can you feel the love tonight?>이다. 먼저 언어 학습 중 듣기 말하기 활동, 어휘와 문장 구조 및 문법 학습 활동, 쓰기 활동을 위해 빈칸 채우기 과업, 노래 따라 부르고 녹음하기 과업, 자신의 경험을 바탕으로 가사 직접 써보기 등의 다양한 과업을 제시하였다. 다음으로 문화 학습을 위해 목표어의 특정 문화에 대한 토론하고 자각하기 활동이 제시되었다. 마지막으로 윤리 학습을 위해 주제곡들을 활용해서 자연의 섭리와 인생철학, 지도자의 자질과 조건, 그리고 행복을 즐기는 인생관 등에 대해 탐구하였다. 문화와 윤리 학습에 대해 학습자들의 만족도와 자각도에 대해 개방형 설문조사를 시행하였고 그 결과 음악은 문화와 윤리적 가치를 자각하는데 긍정적인 영향을 미치는 것으로 나타났다. 결론적으로 영화 음악은 제 2언어와 목표 문화 그리고 윤리 교육을 위한 매우 효율적인 학습 자료가 될 수 있다.

This study addresses the effective utilization of film music as learning material for language, target culture, and ethics education. Music is intertwined with language and culture, and even with ethics. This study focuses on the potential power of film music in the processes of teaching and learning in a classroom. For this purpose, five songs are selected from the soundtrack of Disney's famous animation The Lion King: "Circle of life", "I just can't wait to be king", "Be prepared", "Hakuna Matata", and "Can you feel the love tonight?", and concrete learning activities are suggested based on these. Using these five songs, gap-filling and singing-recoding tasks are proposed as listening and speaking activities respectively. Film music is also very useful in learning vocabulary, sentence structure, and grammar. Learners participate in a writing activity involving creating their own lyrics for the tunes reflecting their experiences. Next, for culture education, a teacher asks their students to discuss about, and be aware of, food culture using a specific character's song. Finally, for ethics education, a philosophy of life, natural logic, leadership qualities, and the motto Hakuna Matata("no worries") are explored and discussed through an analysis of the lyrics. The open-ended questionnaire survey is conducted. The result shows that music has a positive effect on culture and ethics education. Film music can be effective in learning a second language, target culture, and ethics.

이 글은 표준어 규정에 대한 문제점을 살펴보고 이에 대한 대안을 논의했다. 기본적으로 한글 맞춤법은 글에 대한 것이고, 표준어 규정은 말에 대한 것이다. 이러한 원리에 따라서 표준어의 대상언어가 무엇인지 규정해야 한다. 본고는 먼저 우리의 표준어 규정의 문제점을 살펴보고 그에 대한 대안으로 현대라는 시간의 개념을 제외하고, 공통어의 개념을 넣어서 ‘서울말을 중심으로 두루 사용하는 공통어로 한다’로 규정할 것을 제안했다. 한편 맞춤법의 대상이 되는 대상언어의 개념이 중요하다고 생각하고 그에 대해서 논의했다. 그러한 의미에서 표준어는 어휘부와 문법 부분을 나누어 규정을 만들 것을 제안했다. 특히 어휘에 관한 것은 규정에 넣지 말고 표준어 사전을 만들 것을 제안했다. 문법 부분은 음운론과 형태론, 통사론 등의 규칙적이고 체계적인 면을 규정에 만들어야 한다고 주장했다. 이러한 일은 한국어을 모국어로 하는 화자에게 중요할 뿐 아니라 제2외국어로 한국어를 배우는 사람에게도 중요한 일이다. 이글은 한글맞춤법과 표준어 규정이 튼튼한 이론적 기반 위에서 성립되어야 한다는 점을 강조했다.

This paper introduces the problem of the Hangeul spelling system and standard language provision, then make a counterproposal. The Hangeul spelling system is the provision about a written language. Especially, I focus to the standard language provision(＝forward SLP). SLP is the provision about a sound language. We argue target language of standard language. The concept of target language is very important. I argue that SLP must divide lexicon and grammar. We need a standard dictionary for standard words. SLP only must have the provision about phonological, morphological and syntactical rules. This method is not only important Korean native speaker, but also foreigner learning korean language. This paper emphasis that the Hangeul spelling system and standard language provision must have a theoretical foundation.

Simultaneous interpretation is a very difficult work that requires listening and remembering of Source Text and articulating of Target Text to be performed simultaneously; therefore, a simultaneous interpreter has to bear cognitive pressure. The more different the language types are, the more difficult it is to translate between those languages with different structural and functional features. Between Korean and Chinese, there certainly exist word order difference of S+O+V and S+V+O, the length of modifier that is placed in front of the modificand, hypotactic logic combination structure, and paratactic logic combination structure. Accordingly, without going through an intensive training at the regular curriculum, simultaneously interpreting Korean into Chinese properly is nearly impossible. To overcome the difficulty, this paper suggests turning Chinese sentences into ‘open texture.’ By minimizing Korean sense unit, converting into Chinese construction, such as V+O or S+V, and then arranging the words, naturalness of Chinese sentences and simultaneity of simultaneous interpretation are both guaranteed; thus, effectiveness of simultaneous interpretation is expected to improve.

The present study seeks to compare the effects of integrated and isolated form-focused instruction(FFI, hereafter) on the learning of a target form. It further examines the effects of learners’ prior knowledge of the target form. To this end, 79 female students at a high school in Busan received one of the three different treatments over four sessions: integrated FFI, isolated FFI, or textbook-based reading instructions. The results showed that those exposed to the integrated and isolated FFI received higher scores on the comprehension posttest than those exposed to the reading instruction. On the production posttest, on the other hand, those who received the integrated FFI had higher scores than those who received the isolated FFI or the reading instruction. However, the interaction effects were not observed between the types of form-focused instruction and the level of the learners’ prior knowledge of the target form.

The purpose of this study was to consider that the feature and use of back-channel by the difference of situation, of mother tongue and contact, and the difference of learners and speakers, of Korean and Japanese. And, it focused on to took the frequency, form, function of back-channel from used back-channel in conversation between Korean native speakers(KNS) and Japanese Korean learners(JKL), Japanese native speakers(JNS) and Korean Japanese learners(KJL). Preferentially, Japanese speakers accomplished a role of hearer more positively than KNS and KJL in contact situation that native speaker or target language learner make conversation. And, Korean speakers used more back-channel as native speaker in contact situation than native speakers in mother tongue situation, when they make conversation. But, back-channel in case of target language learner is decreased more than native speakers in mother tongue situation. It was appeared to both the situation of hearer and frequency of back-channel, Japanese speakers used back-channel plentifully in any cases. Next, the form of back-channel, which native speaker and target language learner of both nations used plentifully, is the aizuchishi, and the rate was higher in Japanese speaker. And, KNS and KJL used more back-channel which the sign of agreement and understanding function than JNS and JKL. But, JNS and JKL was more higher continuous rate than KNS and KJL.

本研究では、韓国語母語話者と日本人学習者、日本語母語話者と韓国人学習者の会話で使用されたあいづちを資料とし、あいづちの頻度、あいづちの表現形式、あいづちの機能に焦点を合わせて、韓国語話者と日本語話者、韓国人学習者と日本人学習者の違い、母語場面と接触場面など場面の差によるあいづちの使用とその特徴について考察した。　まず、日本語話者は接触場面で母語話者または目標言語学習者として会話に参加する場合、韓国語話者あるいは韓国人学習者より豊かなあいづち表現を混ぜながら頻繁にあいづちを使用し、聞き手の役割を積極的に果たした。また韓国語話者は接触場面で母語話者として会話に参加する時は母語場面の母語話者よりあいづちの使用が増えたが、目標言語学習者である場合は母語場面の母語話者よりあいづちの使用が減少するなど、聞き手が置かれた状況やその役割によりあいづちの頻度に差がみられたが、日本語話者はどの場合もあいづちを多用していた。次に両国の母語話者および目標言語学習者が一番多く用いたあいづちの形式はあいづち詞であるが、その割合は日本語話者のほうがずっと高かった。そして韓国語話者、韓国人学習者は日本語話者、日本人学習者より同意表示と理解機能のあいづちを多く使用したが、日本語話者、日本人学習者は韓国語話者、韓国人学習者に比べ継続機能の比率が高かった。

The present study sought to investigate whether (i) the types of output task or (ii) the difficulty levels of target forms would have different effects on the learning of target language forms. To this end, three intact classes at Korean high school (64 female students) were divided into three experimental groups. They were asked to complete picture-cued writing tasks, reconstruction tasks, or essay writing tasks, which involved two target forms at different difficulty levels. Both the pretest and posttest were designed to assess the learners’ knowledge of the target language forms prior to and after the treatments. The results showed that the picture-cued writing and reconstruction tasks were more effective than the essay writing task in the learning of the relatively less difficult form. On the other hand, in learning the more difficult form, the students who completed the picture-cued writing task outperformed those who carried out the reconstruction or essay writing tasks. Pedagogical implications are discussed.

This study aims to understand the foreign language learner’s internal process while they are translating. To figure out invisible internal process of the learner, Key logging during translation process, short interview after translating and behavioral observation were used. For considering behavioral characteristics for internal process, Pause, Deletion, Moving and Mistranslation were chosen. In particular, Pause was chosen to work as criterion when analyzing other behaviors. By analyzing those behaviors, three internal processes were found: (1)Deliberatiing on words or phrases following the pauses, (2)Considering ill-matched words or phrases between source text and target text, (3)Continuous checks on what writers had written down. Deliberations were generally found before the long-term pause. Learners were deliberating what to write on next phrases, due to their scarce knowledge of grammatical collocation of the target language. Considering ill-matched words or phrases between source text and target text shows variety of behaviors such as moving, deletion after the long-term pauses. According to the learners’ interview and researcher’s observation, it was arisen when the learners are fail to find the acceptable expressions in target language. Continuous checks on what learners had written down were generally found after the translation was finished. Entire part of target text was examined in this type of process. Thus, long period of pause was required for reading source text and target text, also deletion and moving was required for correcting mistranslated words or phrases. It infers that learners’ behaviors are combined to suggest certain meanings of internal process. Thus, these behaviors do not suggest solid internal process. With more elaborated analysis, this study would help understanding mental process while translation.

In this paper, we propose the design and development of an AI-driven language learning application that leverages YouTube videos to provide immersive, personalized practice environments. The system empowers learners to choose any speaker from a YouTube video, then automatically identifies, isolates, and archives segments in which that individual appears. Once captured, these audio segments are converted into written transcripts, which serve as the foundation for interactive exercises including targeted listening comprehension, oral practice, and pronunciation refinement. A distinctive capability of the platform involves pausing playback precisely when the selected speaker talks, allowing learners to step into that character's role and participate in conversational exchanges with other figures in the video, thus strengthening their communicative abilities. Additionally, a specialized speaker-matching analysis module has been integrated to measure the acoustic similarity between learner output and the target speaker's voice. Through the extraction and comparison of acoustic characteristics—including vocal quality, articulation, tone, and melodic patterns—the system generates a numerical similarity rating on a 100-point scale. This comprehensive approach not only enhances multimodal interaction within second language learning environments but also establishes innovative pathways for tailored, immersive education grounded in genuine multimedia materials.

This study examines the effect of language interaction in the target language community on indirect refusal and implied opinion comprehension. Participants were 43 intermediate Korean learners who were divided into two groups according to the amount of language interaction. They completed a pragmatic listening task measuring their ability to comprehend implied meaning. The results were as follows. First, according to the frequency and time of language contact outside of class per week, there is a significant difference in pragmatic comprehension. Namely, it was shown that the group with greater language contact had a higher pragmatic comprehension ability than the group with less language contact. In addition. according to the frequency and time of language contact outside of class per week, there was a significant difference in each item type. In particular, it was shown that the group with greater language contact had higher comprehension of both indirect refusals and implied opinions than the group with less language contact outside of class. Second, from the analysis of each individual response, it was shown that indirect refusal comprehension was affected by refusal strategies, and implied opinion comprehension was affected by syntactic, lexical difficulty.

This paper attempts to determine the effects of different types of subtitles on Korean EFL students’ English language productive skills: speaking and writing performance. This study was conducted in spring semester 2019. There was a total of 52 first-year college students in this study. The participants were divided into two subtitle groups: native language subtitles (n=27) and target language subtitles (n=25). They were asked to watch American television episodes in class with either Korean subtitles or English subtitles. Before and after the treatment, all participants took speaking and writing pre- and post-tests to determine the differential effects of subtitle types on English productive skills - speaking and writing. A perception survey was also carried out to explore the participants’ experience of language learning with subtitled audiovisual materials. Findings reveal that native language subtitles significantly improved EFL speaking and writing performance. Compared to the native language group, the target language group showed better performance, but the difference was not significant. However, the target language group showed more positive perception of subtitle use for EFL learning. Based on these findings, pedagogical implications and limitations are provided.