Earticle

본 연구는 Kellerman(1978)의 심리언어적 유표성(psycholinguistic markedness) 이론을 토대로, 한국인 일본어 학습자가 다의동사 ‘開(あ)く/開(あ)ける/開(ひら)く’와 ‘見る’ 를 습득 할 시에 모어(L1)용법의 전형성과 목표언어(L2)에 L1의 용법이 존재하는지의 여부가 전이가능성에 영향을 미치는가, 그리고 학습자의 숙달도가 전이 가능성에 어떠한 영향을 끼치는가를 조사하는 것을 목표로 하였다. L1전형도를 조사하기 위하여 한국어 모어화자에게는 전형도 조사를, 학습자에게는 일본어 발화테스트와 정오판단 테스트를 실시하여, 각 요인이 전이 가능성에 끼치는 영향을 검증하였다. 그 결과, ‘開(あ)く/開(あ)ける/開(ひら)く’의 결과에서는 테스트 항목의 문제점으로 인하여 L1전형도가 전이가능성에 끼치는 영향을 제시하는 증거는 얻을 수 없었으나, ‘見る’ 에 대해서는 L1전형도의 영향이 나타나, 심리언어적 유표성 이론이 한국인 학습자의 일본어 습득에도 적용된다는 점이 시사되었다. 또한, L2에 존재하는 L1용법은 L2에 존재하지 않는 용법보다 전이가 잘 일어나는 점, L2에 존재하면서 L1 전형도가 높은 용법이 제일 전이되기 쉽다는 것을 알 수 있었고, 숙달도가 높아질수록 L2에 존재하는 용법의 전이율은 높아지는 반면 L2에 존재하지 않는 용법의 전이율은 낮아지는 것으로 나타났다.

This research analyses dialogues between Japanese native speakers and Korean learners of Japanese and discusses the function of final expressions consisting of sentences. It focuses on their syntagmatic relation with the other elements of the sentence, contrasting with previous research that focused on the paradigmatic relation. The following results were found: (1) Compared to other groups, group A formed by learners who have studied abroad uses final particles more often. Among these particles, it was observed that “yone”, which has both the functions of conveying information and requesting confirmation, is acquired later. (2) The frequency of final particles in noun-predicates was higher than in verbal predicates. This is due to the fact that final particles can easily be added to the end of simple structures as noun-predicates. (3) Data showed that the modality expression “noda” is acquired during early stages. In addition, it was observed that “noda” is easily associated with verbal predicates rather than with noun-predicates.

본고는 문말의 ‘というか’를 독립적인 연구대상으로 하여 형식 및 용법을 분석하는 것을 목 적으로 하였다. 또한 코퍼스를 기반으로 Stata를 활용한 통계처리 방법을 시도하여 균형적인 정량 및 정성 분석을 수행하고자 하였다. 분석결과, 이전의 논의들과는 달리 문말의 ‘というか’는 이를 구성하는 본래의 통사적 구성 요소에 의해 용법과 의미 해석이 가능하다는 것을 알 수 있었다. 이는 본래 ‘というか’가 문의 종결부에서 사용이 시작된 표현이라는 측면에서 논리적인 설명의 배경을 찾아 볼 수 있을 것 이다. 또한 선행연구에서 ‘というか’를 언급할 때 항시 전제가 되었던 부정의 의미를 포함하지 않는 경우도 다수 존재하여 차이점을 보였다. 이에 더하여 ‘というか’의 관련 변이형들과 구분 되는 문말 ‘というか’의 성질도 찾아 볼 수 있었는데 구체적으로는 화자의 단순한 추측표현으 로서의 완곡용법 이외에도 강한 추측 표현이 일부 예문에 출현하는 것에 의해 이를 확인할 수 있었다. 본고의 결과는 지금까지의 다수의 선행연구가 ‘というか’와 이형태가 구분없이 혼재되어 다 루어져 온 것에 대하여 ‘というか’에 대한 구분의 필요성과 ‘というか’의 위치의 중요성을 시사 하는 것이라 볼 수 있을 것이다.

This study investigates the types and usage of TOIUKA in relation to an expression in a final-sentence. Using Stata to analyze the Japanese Corpus including TOIUKA, this research aims to investigate whether and how TOIUKA serves as a quoted question ends in a sentence and what is the characteristic of TOIUKA through both quantitative and qualitative analyses. The result of analysis shows that, first, a basic expression of TOIUKA is likely to function as a quoted question in a final􋹲sentence. Second, it showed that TOIUKA is used in various ways for not only quoted questions but also examples of enumeration in a final􋹲 sentence. Especially, TOIUKA can be used as an example of enumeration in a mid􋹲sentence. Also, when TOIUKA is expressed in a sentence twice or more, it was statistically more likely to projected as examples of enumeration. The result of analysis can be seen as suggesting that other forms related to ‘TOIUKA’ and ‘TOIUKA’ and independent uses and meanings of ‘TOIUKA’ should be distinguished.

한국어 문장은 서술어와 서술어가 요구하는 문장 성분을 기본으로 하여 구성되고, 서술어 활용 방식에서 문장의 짜임새와 의미 전달의 폭이 달라지 며 문장 수준의 격차를 크게 발생시킨다. 창작에서 서술어의 쓰임이 문장미 학을 결정하는 요소인 것에 비해 ‘서술어’는 교육적 논의의 대상으로 주목 받지 못했다. 압축적 미학을 중시하는 단편소설에서 비경제적이며 저효율의 서술어의 한계적 사용은 결국 작품의 표현력과 상상력을 한정적으로 귀결시킨다. 대 상에 대한 인식적 거리의 원근을 만들고 세밀한 감각을 표현하는 다양한 층위의 서술어의 활용이 가능함에도 오늘의 창작 교실에서 미숙한 서술어가 무반성적으로 반복되고 있다. 본고는 창작 교실에서 서술어의 대표적 비효율 사례를 통계적으로 탐색 하고, 이에 대한 개선안을 제시하여 문장에 관한 발전된 인식 기여를 목적 으로 한다. 또한 창작 교육 현장에서 학습자가 자주 범하는 저효율 고빈도 서술어 유형을 선별 검토하고, 이에 대한 개선안을 보여줌으로써 문장의 질 적 향상에 기여하는 교수방안을 제시한다는 의의를 지닌다.

Korean sentences are composed based on the sentence components required by the descriptive word, and the structure and meaning of the sentence vary in the method of using the descriptive word, and create a wide gap in sentence level. While the use of descriptive words in creation is a factor that determines sentence aesthetics, ‘descriptive words’ have not attracted attention as an object of educational discussion. In short stories that value compressive aesthetics, the limited use of uneconomical and low-efficiency narratives eventually results in limited expression and imagination of the work. Although it is possible to use various levels of descriptive words that create the perspective of cognitive distance for objects and express detailed senses, inexperienced descriptive words are being repeated introspectively in today’s creative classroom. The purpose of this paper is to contribute to the developed perception of sentences by statistically exploring representative inefficiency cases of descriptive words in the creative classroom and presenting improvement plans for this. In addition, it is meaningful to selectively review the types of low-utility and high-frequency descriptive words frequently committed by learners in the creative education field and to present teaching plans that contribute to improving the quality of sentences.

본 연구에서는 정중체 회화문 자료인 KY코퍼스를 사용하여 한국어ㆍ영어ㆍ중국어모어화자를 대상으로 일본어 문말표현의 사용 실태에 대해, noda형식과 종조사를 중심으로 분석하였다. 한국어모어화자뿐 아니라 영어 및 중국어모어화자를 분석 대상으로 삼아 모어의 차이를 초월한 보편적 특징과 모어가 영향을 미치는 개별성에 대해 고찰하였다. 그 결과는 다음과 같이 요약된다. 우선 한국어ㆍ영어ㆍ중국어모어화자 모두 일본어 문말표현 습득 과정의 초기 단계에서 noda형식을 사용하는 것으로 밝혀졌다. 이는 부정 및 과거 등 초점이 되는 정보를 우선하여 배치하고 정중함을 나타내는 모달리티형식은 문말에 배치하는 일본어 회화체의 보편적 특성과 일치한다. 다음으로 한국어모어화자뿐 아니라 영어 및 중국어모어화자에서도 동일하게 noda형식과 동사술어문의 친화성이 인정된다. 학습자가 활용이 어려운 동사술어문의 정중체에서 형태적으로 활용 절차가 복잡한 'masu'형식을 회피하고 보통체에 기계적으로 'n-desu'를 붙이는 간략화를 추구하는 것으로 판단된다. 또한 한국어모어화자는 영어 및 중국어모어화자에 비해 noda형식을 많이 사용하는 것으로 드러났다. 이에 대해서는 일본어와 한국어가 언어적으로 유사하기 때문이라는 언어내적 요인보다, 격식적인 상황에서 정중체의 사용이 강하게 요구되는 한국어의 사회언어적 규범의 전이라는 언어외적 요인이 크게 영향을 미치는 것으로 보인다.

In the current study, we analyzed Japanese sentence final expression usage patterns in Korean, Chinese and English speaking learners specifically focusing on noda form and sentence final particles of Japanese polite forms found in KYcorpus (oral speech data). We analysed common features of learners who have different mother tongues. The results are summarized as follows. Usage of noda form by Korean, Chinese and English speaking learners occurs in the early stage of the Japanese sentence final expression learning process. These results suggest that conveying focused information, such as negative and past, is a priority, while the modality type related to politeness is disposed in the final sentence showing common features of conversational Japanese. Next, the affinity between noda form and verbal predicate is commonly recognized in Chinese and English speaking learners as well as in Korean learners. Learners tend to avoid the morphologically complex masu type in difficult verbal predicates in a polite form system and instead pursue a simplified tagging n-desu mechanically. Furthermore, Korean learners tend to use noda form more than English and Chinese learners. We speculate that these results relate to transfer of Korean sociolinguistic norms, which demand the use of a polite form system, rather than linguistic similarity between Japanese and Korean.

본고는 ｢気がある｣ ｢ことがある｣ ｢必要がある｣와 같은 모달적 의미를 갖는 것으로 여겨지는 일본어의 문말 표현 ｢～がある｣를 연구 대상으로, 문법적 기능에서 ｢～がある｣가 모달리티 기능을 갖는지 여부를 검증하는 것이다. 구체적으로, ｢～がある｣를 의미에 따라, ｢意志｣ ｢可能性｣ ｢必要性｣｢証拠｣의 4가지로 나눈 다음, 문법기능으로부터 각 의미 타입의 ｢～があ る｣를 그것에 대응하는 진성(真性) 모달리티 형식과 비교했다. 그 결과, 대부분의 ｢～がある｣는 그것에 대응하는 모달리티 형식에 비해 문법화 정도가 낮다고 주장한다. 다만, 그 중에 문법화 과정을 밟고 있는 형식도 엿볼 수 있다. 예를 들면, ｢可能性｣류의 ｢ことがある｣는, 동류의 ｢可能性がある｣나 ｢おそれがある｣에 비해, 보다 모달리티 형식인 ｢だろう｣ ｢かもしれな い｣에 더 가까운 특징을 가지고 있다고 지적한다.

This paper investigates the Japanese sentence-final expression “~ga aru,” which is commonly associated with modal meanings such as “ki ga aru,” “koto ga aru,” and “hitsuyou ga aru.” The study examines whether “~ga aru” can be considered to function as a modality from a grammatical perspective. Specifically, it classifies the various meanings of “~ga aru” into four categories: volition, possibility, necessity, and evidence. The paper then compares the grammatical properties of each type of “~ga aru” with the corresponding canonical modal forms. The results suggest that, when compared with their corresponding modal forms, most instances of “~ga aru” exhibit a lower degree of grammaticalization. However, the study also indicates that some instances show evidence of ongoing grammaticalization. For instance, the “possibility” type “koto ga aru” is observed to exhibit behavior more akin to the modal forms “da rou” and “ka mo shi re na i” than to other possibility expressions such as “kanousei ga aru” or “osore ga aru”.

Objectives The purpose of this study is to identify the issues of sentence-final expression styles in multiple-choice assessments in elementary school and to explore the most optimal approach. Methods To achieve the research objective, we analyzed literacy assessment questions from 3rd to 6th grade in elementary school, focusing on the vocabulary ‘알맞은’ (appropriate) and ‘적절한’ (suitable) used in the question stems. The analysis was conducted by grade level and word meaning. Additionally, we examined elementary school teachers' perceptions of the use of ‘알맞은’ and ‘적절한’ in question stems. Results Initially, It was found that the sentence-final expressions in multiple-choice assessments lacked consistency. Additionally, teachers' perceptions of this issue were also found to be unclear. We discovered the need for clear guide lines on constructing sentence-final expressions in multiple-choice assessments. Conclusions The results of this study indicate that sensitivity to sentence-final expression styles is necessary when creating multiple-choice assessment questions. We must develop and disseminate guidelines for con structing question stems using the most precise vocabulary. Assessment is an extension of education. Additionally, the Korean language subject must faithfully fulfill its role as a foundational tool for learning. In other words, the vocabulary used in question stems for Korean language multiple-choice assessments must be even more precise.

This study focuses on analyzing the use of the question verb final ending expression ‘-ni(-니)’ in the Korean language is perceived as a Face Threatening Act(FTA) when realized as a pragmatic function instead of a pure question. Therefore, this study was conducted specifically based on a corpus-driven discourse analysis and a discourse appropriateness intuition test. First, a television drama corpus, phrase of 22 words, was used for the corpus analysis, and it was found that the pragmatic function of ‘-ni(-니)’ included scolding, asking for consent, verifying, and lamenting. Among these functions, scolding was found to be face threatening to the listener, in regards to the politeness theory. In terms of politeness, it tended not to be problematic when there was a large age gap between the speaker and listener, but when the age gap was small or when the listener was older than the speaker, it was seen as a face threatening act. Accordingly, this study analyzed the use of the final ending expression ‘-ni(-니)’ when the Korean language is accepted as a FTA for the listener, through a discourse appropriateness intuition test. A discourse appropriateness intuition test has been designed by supplementing the discourse completion task(DCT). Thus, this study measured the degree to which ‘-ni(-니)’ acts face threatening, by asking Korean native speakers to listen to a speaker use ‘-nya(-냐)’, ‘-eo(-어)’, and ‘-ni(-니)’ and record which they found to be most face threatening. Study participants included 20 female and 20 male. SPSS and T-test were used as test tools. Results showed that the final ending expression ‘-ni(-니)’ was seen as a face threatening act, depending on the age factor and gender factor. Listeners were the most face threatened when the speaker was younger or of the same gender. This study is significant in that it has attempted to study the final ending expression ‘-ni(-니)’ in terms of discourse by using a real corpus and testing native speakers.

This study aims to examine the relationship between ‘referential expression’ and ‘final clause’ through the ‘NP1+V1+NP2+XP’ sentence structure and analyze the phenomenon which resulted from ‘binding theory’. Thus, the following characteristics will be taken into consideration. First, this study will look at the following characteristics of the ‘referential expressions’ of the modern Chinese language. ① It will examine ‘NP2’ resulting in coreference and non-coreference with the subject of the main clause-the phenomenon of argument structure and non-unity and the phenomenon of argument structure & unity-in the ‘NP1+V1+NP2+XP’ sentence structure. ② It will identify the characteristics of the ‘XP’ structure of the final clause resulting in tense sentence structure (CP) and verbal structure (VP) within the ‘NP1+V1+NP2+XP’ sentence structure. Second, this study will look at the pronouns and the alternative nouns of the modern Chinese language. ① It will identify the complementary relationship between the alternative noun ‘PRO’ and the pronoun ‘pro’ in final clause. ② It will examine what the pronoun ‘pro’ of the final clause unites. ③ It will identify the relationship between the antecedent of the alternative noun of final clause-‘PRO’ and ‘自己’-and the subject of main clause within the governing category. Third, this study will examine the binding theory characteristics from The Minimalist Program (Chomsky, 2001). ① The pronoun of final clause ‘他’ and the binding phenomenon of major subject can be explained with the binding theory but whether the theoretical conditions can do component control will be identified. ② If the subject of embedded clause is ‘自己’ with regard to the alternative noun ‘PRO’, the absence of subject cannot be a governing category. In that sense, whether it is bound with major subject by expanding into an entire sentence will be identified. By examining the aforementioned characteristics through the structure of final clause selected by compressed verb, causative verb, and accusative verb, whether the referential expression phenomena resulting from final clause structures abide by the binding theory will be clarified.

성별을 중심으로 일본어를 개관하면, 여성이 일반적으로 사용하는 말과 남성이 일반적으로 사용하는 말로 이분할 수 있다. 일본어는 언어사용에 있어서 남녀차가 타 언어보다 뚜렷하다고 평가되는데, 실제로 다양한 용례에서남성어와 여성어의 차이가 음성, 어휘, 문법 등에 반영되어 표출된다. 특히 여성은 사회적으로 여성스럽다고 인식되는 정중한 말투의 언어사용(言葉遣い)을 강요당하는 입장에 있어, 여성이 사용하는 어(語)형식에는 여러 형태의제약이 존재한다. 그러나 근년, 다양한 대면대화를 다룬 실증적 연구에서, 남녀의 언어가 상호 접근하는 중성화현상이 보고되고 있다. 이를 바탕으로 본 연구에서는, 상호작용성과 즉시성(卽時性)적 요소를 지니며 문자로 표기되는 매체 중 구어에 가장 가깝다 판단되는 채팅을 분석자료로 하여, 채팅에서 표출되는 여성의 젠더표현 사용에 대해 고찰하였다. 동시에, 여성이 상대방의 성별에 따라 말투를 구분하여 운용하고 있는지에 대해서도 함께 분석하였다. 본고에서 다루는 연구주제는 여성의 말투이며, 젠더차가 가장 드러나기 쉬운 문말표현을 분석단위로 하여 이에중점을 두고 조사하였다. 조사결과, 채팅에 있어서 여성의 남성어 사용이 확인되었으나, 상대방과의 대화를 보다즐겁게 하기 위한 하나의 커뮤니케이션 수단으로 사용한 의도가 확인되어, 대화상대에 대한 여성특유의 배려가 관찰되었다. 또한, 남성어가 사용된 일부 발화장면에서, 상대에게 직접적으로 향하지 않는 장면에서의 남성어 사용이확인되었다. 젠더에 따른 사용분류에 있어서는, 동성에게는 남성어를 사용하고 이성에게는 여성어를 사용하는 등, 남성에게 여성스러운 표현을 사용하는 경향이 있는 것이 관찰되었다.

If we look at the Japanese language from the perspective of gender, it can be divided into men and women's language. In the case of Japanese, the difference between the speech style of women and men is clearer than in other languages and in many examples, the difference between a women's and men's language is expressed through means like phonetic, vocabulary and grammar. In particular, since women are socially obligated to use feminine polite language of the feminine socially respectful tone it can be said that women are restrained in their use of language. However, some recent researches about face to face discourse revealed that the differences in men and women speech style are slowly disappearing. Based on this fact and considering online chatting the closest to spoken language from the perspective of interaction and instantaneity, this research will focus on analyzing female language expressions material collected from on-line chat rooms. In addition, this study will focus on the different use of tones in speech depending on the gender of the conversation partner. While analyzing female speech style, this study will focus on the sentence-final particles where gender based language differences are usually expressed. As a result, this research could verify that female tend to use male words, because that leads to a more enjoyable communication with the partner and thus female’s consideration for their conversation partners would be observed as well. Furthermore, in accordance with the discourse where male language is being used, the research confirmed its usage even in discourse not solely directed towards the partner. Regarding the classification according to gender related usage of language, this research confirmed the tendency to use male language independently of the speaker's gender as well as the tendency to use female language expressions in opposite gender's discourse.

This paper was analyzed the politeness and the expression of ending sentence in family conversations in the virtual language of cartoon characters. Younger speakers have a tendency to unite sentence-final particle to the polite form, older speakers have a tendency to unite it to the plain form in the historical genre. But younger speakers and older speakers unite sentence-final particle to the plain form in other fiction genres. Using terms of respect is determined by circumstances and charactonym. Comparing the translation of conversations with the original, there were the different aspects of translated works. When Japanese instructors are used to study Japanese as the instructional media, they give a supplementary explanation to students. ‘WA’ ‘KASIRA’ that a female speaker usually uses are used by a male speaker, ‘ZO’ ‘ZE’ that a male speaker usually uses are used by a female speaker in the virtual language of cartoons. In the field of the translation, it is translated ‘KANA’ ‘KASIRA’ into ‘KA?’, ‘WA’ ‘ZO’ ‘ZE’ into ‘A(EO)?’, ‘WAYO’ ‘ZEYO’ into AYO(EOYO)’. When we use sentence-final particle in the virtual language of cartoon, we need to supply supplementary explanations and further examinations.

In order to see how the figure of the woman is expressed in the process of translating Korean into Japanese, this paper reviewed female sentence-final words used in Target Text (TT) of the novel of the Hwang Seog-young as Source Text (ST). Firstly, this paper investigated the rate of the use of female sentence-final words in TT. The result is that the frequency rate of -wa, which almost disappeared from a real conversation, is very high and -noyo, which disappeared from women in their twenties, shows the highest frequency rate. This proves that there is a distance between the text of written language and a real conversation not only in a scenario but also in a translation. Secondly, this paper compared the TT and ST focusing on female sentence-final words ‘-noyo, wa, no, yo, ne’, which showed a high usage rate. Most frequently used sentence-final words are the haeyo style and the hae style in ST, nevertheless, in TT, the translatortranslates them in a variety of female sentence-final words in accordance with the context. Finally, this paper explored the effects of female sentence-final words on the character. The comparison between TT and ST revealed that the use of female sentence-final words was found to affect the femininity and familiarity.

本稿では韓国人日本語学習者を対象に話し手の表現意図による終助詞 「ね」のイントネーションを音響音声学的な側面から考察し、日本語のイントネーションの教育のための実証的で、基礎的な資料を提供しようとしたものである。 このような点を考察するために、話し手の認識について聞き手に確認したり同意を求める「ね」に上昇のイントネーションが加わることにより聞き手に確認する意味が現れる場合、疑問上昇のイントネーションが加わることにより聞き手に確認し返事を求める場合、下降のイントネーションが加わることにより話し手の認識が現れる場合、上昇下降のイントネーションが加わることにより話し手の感嘆の気持が現れる場合に分けて考察をしようとした。 その結果、韓国人日本語学習者は、特に「ね」の高さの幅の実現とピッチパターンが、日本語音声と異なる点において、発音のための判断基準を持っておらず、混乱を起こしているということがわかった。 以上の結果を通して、より円滑な意思疏通のために、韓国人学習の「ね」の発音の問題点を把握し、改善案を工夫する必要があるといえよう。

The report main shows objectively of the sentence-final particles’s which is expressed among pronunciation of Korean learner, has basic data to teach systematically relevance between expressive intention and intonation. It is difficult for Korean learner to acquire usage of the sentence-final particles’s ‘NE’ according to speaker's intention of expression, not acquired naturally in the process of learning. One of this reason, it is nat made to express standard how to speak intonation according to expressive intention. So, the study is going to examine more objectively problem of learner's pronunciation in the process of a natural intonation usage and an effective teaching. For this, we have studied problem of learner's pronunciation (1) ‘NE’ shows intention to confirm toward listener (2) ‘NE’ shows to require response with confirming listener (3) ‘NE’ emphasizes my opinion to express (4) ‘NE’ shows intention to appeal my feelings to listener. Through the result, we have common good to help communication between Japanese learner and native speakers to teach intonation effectively as an useful data.