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2015, Vol., No.45

  • 1.

    Task of the Research on the Acquisition of Japanese Language Pronunciation by Korean Learners:To develop a syllabus and curriculum on pronunciation education in Korea

    Kwangjoon Min | 2015, (45) | pp.3~18 | number of Cited : 3
    Abstract
    This study is a comprehensive analysis of problems with pronunciation in Japanese language observedin conversational speech by Korean learners.Based on the result, it also investigatesrealisation of pronunciation education of Japanese language in Korea. The results can be summarized as follows. Firstly, it was revealed that most of Korean learners’ pronunciation problems in Japanese language are caused by general linguistic transition, commonly observed in learners from various language backgrounds. Secondly, to investigate the correlation between Japanese language proficiency and pronunciation proficiency of Korean learners, pronunciation error frequency for all learners and pronunciation error frequency per person were analyzed on the basis of OPI(Oral Proficiency Interview) levels with 12 types of pronunciation items. As a result, it was revealed that there was no consistent correlation between OPI levels and pronunciation proficiency. In fact, there was a case when OPI levels and pronunciation proficiency were reversed depending onthe pronunciation item. Thirdly, as a result of reviewing pronunciation difficulty of Japanese language, it was revealed that special morae had difficulty in ‘insertion and deletion of long vowels’, ‘insertion of geminate consonants’, and segments had difficultyin “Palatalization of non-palatalized consonants’, ‘Devocalization of initial voiced stops and affricates’, ‘vocalization of medial voiceless stops and affricates’ and ‘weakening of medial /h/’. Lastly, it is very important to develop a syllabus and curriculum on pronunciation education in Korea by reviewing the acquisition of Japanese language pronunciation in detail through the comprehensive analysis of pronunciation problems in Japanese language experienced by Korean learners.
  • 2.

    Comparative Study of Meta-communicative Expressions in Conflicts in Japanese and Korean

    SASA HIROKO | 2015, (45) | pp.19~33 | number of Cited : 1
    Abstract
    Meta-communicative expressions are words and phrases used to help express clearly what one is speaking, or to avoid causing a feeling ofdiscomfort in one’s listener. These expressions frequently appear when one attempts to supplement the information in advance of one’s speech or to make an adjustment for what one has just said. In this paper, I firstly pick out examples of ‘meta-language expressions used in conflicts’ from film and drama scenarios, and classify them according to three functions; i) management of communication process, ii) management of inter-personal relationship, and iii) consideration for norms in language life. The result shows that the use of meta-communicative expressions in conflict situations is more frequent in Japanese than in Korean. I will focus on why they are used so often in Japanese in future investigation.
  • 3.

    Comparative Study on Chinese and Japanese Ambiguous Constructions

    盛文忠 | 2015, (45) | pp.35~46 | number of Cited : 0
    Abstract
    Ambiguous constructions are closely related with types of word orders. Many ambiguous constructions coming into being are due to the typology of word order. By virtue of the comparison between harmonious word order language (the word order of whichis similar to the ones of most languages in the world) and inharmonious word order language (the word order of which is dissimilar to the ones of most languages in the world), this study attempts to show that the former possesses less amounts of ambiguous constructions, andthe latter has more amounts of ambiguous constructions. In addition, the former’s (such as Japanese) ambiguous constructions hardly have any productivity, while the latter’s (such as Chinese) ambiguous constructions mostly have very high productivity.
  • 4.

    Influences of Gender on the conversations of Korea-Japan remake drama: In the corresponding scenes of “Mi-namisineyo”

    Yim, Hyun-Soo | 2015, (45) | pp.47~64 | number of Cited : 2
    Abstract
    Based on the Korea-Japan remake drama“Mi-namisineyo”the differences in linguistic communication have been investigated from the standpoint of Korea-Japan comparative sociolinguistics. In the Korean version, the heroine mainly uses the Hap-ni-da style when she is acting a male character, and uses the Hae-yo stye mainly when she is acting her own female character; that is, different styles are adopted for different gender characters. This is probably related to the fact that, unlike in Japanese, there are no gender differences in language expressions (first person pronouns) in Korean. In contrast, there are no differences in style in those scenes in the Japanese version. This is probably due to the fact that the expressions of watasi and boku are used differently at each scene, and indicate the gender of the speaker. In the Korean version, hyung or hyung-nim is used as a term to address a man in a close relationship, which also identifies the gender of the speaker. In the Korean version, the hero character used polite expressions to the heroine character, while the plain expression was used in the same scene in the Japanese version. On the other hand, a plain expression used by a woman to a younger man in a scene of the Korean version is changed to a polite expression of a first meeting scene in the Japanese version. This is due to the fact that women more frequently use polite expressions than men in Japanese society. In conversations between three heroes, a colloquial expression is usually used for indicating the gender in the Korean version, while the gender of the speaker is indicated by the men’s expressions such as ore, omae, ~zo and ~na in the Japanese version.
  • 5.

    ‘Comprehension’ and ‘Agreement/Empathy’ in same-sex and mixed-sex conversation: Different politeness strategy in Korean/Japanese and Men/Women

    JANG YUN AH | 2015, (45) | pp.65~93 | number of Cited : 0
    Abstract
    This study examines Korean/Japanese and gender differences in positive politeness strategy focused on the expression of ‘Comprehension’ and ‘Agreement/Empathy’ in same-sex and mixed-sex conversations between friends. The results of the study are summarized as follows. Comparing the proportions of strategies: (A) Japanese speakers tend to adopt the strategy, which indicates that they are paying moreattention tothe speaker`s utterance than Korean speakers do, while Korean speakers tend to adopt the strategy of claiming common points of view andempathy more than Japanese speakers do. (B)Both Japanese and Korean women tend to adopt the strategy of claiming common points of view and empathy more than men do, while both Japanese and Korean men tend to adopt the strategy that indicates their attention to speakers more than women do. (C) The distribution of strategies in mixed conversations shows that the differences between men and women are reduced. In conversations between close friends, Korean and Japanese use positive politeness strategies to save their friend`s face. However, the differences in the distribution of positive politeness strategies between Korean/Japanese and gender differences have led to the suggestion that the way of saving their friend`s positive face may differ. Even though the preference of strategies in all women conversations and all men conversations are rather different, the differences are reduced as a result of accommodation when women and men interact with each other.
  • 6.

    Utilization and Analysis of Morphological Error Correction Depending on JLPT Levels of Korean Leaners of Japanese

    Cho, Nam-Sung | 2015, (45) | pp.85~101 | number of Cited : 4
    Abstract
    This study examined how Korean learners of Japanese correct the morphological errors which commonly occur depending on the learners’ level of JLPT. The key results are as follows : (1) The ratio of correct answers for morphological error correction increases as the level of the learner increases. However, even the level N1 learners do not have full knowledge. (2) The ratio of correct answers for level N4 learners is between 100〜0.0%, for N3 100〜8.3%, for N2 100〜20.8%, and for N1 100〜54.2%. (3) For each of the 50 questions, the ratio of correct answers (86.0%) generally increases as the level of learners increases. (4) Learning phase patterns for each question are as follows : N4‧N3→N2→N1(24.0%), N4‧N3→N2‧N1(18.0%), N4→N3‧N2‧N1(18%), N4‧N3‧N2→N1(12.0%). (5) For all of the levels (N4〜N1), the ratio of correct answers isthe highest for question 17 (K are wawatashitomodachidesu.), whereas question 21 (Sokoniooihitogairu.) is the lowest. (6) Questions that have less deviation (question 34, 18, 9, 2, 32…) from the average ratio of correct answers for all 50 questions can be used for short exams to determine the JLPT level of learners.
  • 7.

    On the Differences of Synonymous Adverbs yatto and youyaku on Literary Works and Newspaper Data

    Cho, Eun-Young | 2015, (45) | pp.103~120 | number of Cited : 2
    Abstract
    This study analyzed the difference between yatto and youyaku based on Medium Frequency Verbs found in Newspaper Data and Literary Works. ①It was found that youyaku is used in written language and formal sentences for professional information, whereas yatto is usually found in verbal language and informal sentences. ②The High Frequency Verbs used with yatto and youyaku were 「suru」「naru」and「dekiru」.③In terms of the co-occurrence distribution with 'characteristic words', youyaku was frequently used to describe 'abstract relations' and 'natural phenomena', and yatto was used for 'human activities'. In the 'abstract relations' <category>, yatto of the“Newspaper Data”appeared on the exit, termination and stop of an event while youyaku appeared on movement of the landslide, departure and arrival. Further, yatto of the “Literary Works”appeared in efforts, hard work, emotions and thoughts that are put forwarded towards the establishment of an event whereas youyaku represented changes, access, pull and increase/decrease, and appeared to express feelings, senses and thoughts. In the 'Human activities' <category>, yatto of the "Newspaper Data" appeared to express the feelings, thoughts and learning while youyaku appeared to express the emotions and speech acts. In the 'Natural phenomenon' <category>, yatto of the "Newspaper Data" did not occur, and youyaku showed a change in the human condition. Yatto of "Literary Works" indicated a change of external physical state of human body, and youyaku appeared to express a visual change of nature as well as a change of inner state of human body.
  • 8.

    Issues of Japanese language education outside of Japan: In search for the future of Korean Japanese language education

    トムソン木下千尋 | 2015, (45) | pp.121~134 | number of Cited : 2
    Abstract
    This paper considers education of Japanese as a FOREIGN language (JFL), which is practiced in places other than Japan, as opposed to education of Japanese as a SECOND language (JSL) practiced in Japan. It considers some cases of Australian Japanese language education and proposes possible designs for the future of Korean Japanese language education. Although JFL cannot enjoy the abundance of Japanese language of the JSL environment, JFL has ways to thrive by designing its educational environment into Communities of Practice (CoP) in which like-minded learners use Japanese to achieve shared purposes. The underpinning concept of CoP is the socio-cultural approaches to language learning. The socio-cultural approach considers learning as internalization, which happens first external to the learner socially, aided by scaffoldings, then internally within the learner. This concept overtakes the traditional concept of learning as an individual endeavor. CoP is the place where the scaffoldings are offered and internalization is promoted. In an Australian university, its Japanese language program operates as a CoP. The students interact with senior students, Japanese exchange students and teachers, beyond the boundaries of classrooms and courses within the CoP. The community is designed to be a place to engage in various practices in Japanese. By considering such designs of learning environment, Korean Japanese language education will have countless possibilities.