2020, Vol., No.64

Sociolinguistic Contrast Study on Linguistic Taboo in the Chinese Character Cultural Sphere

Hong, Min-Pyo | 2020, (64) | pp.5~17 | number of Cited : 0

PDF

Factors that affect the degree of difficulty in test items - Focusing on context structure -

SHIN JEONGEUN | 2020, (64) | pp.19~36 | number of Cited : 0

A Study of Kobunkokyo-Syo(1-66/コ/11貴) possessed by Seikebunko in Kyoto National Univ. - Focus on the structure of main texts and the use of conjunctions -

Mi young Oh , 이태섭 | 2020, (64) | pp.37~51 | number of Cited : 1

A Study of Kobunkokyo-Syo(1-66/コ/11貴) possessed by Seikebunko in Kyoto National Univ. - Focus on the structure of main texts and the use of conjunctions - This paper examines Kobunkokyo-Syo (1-66/コ/11貴) possessed by Seikebunko in Kyoto National University, which includes the production and establishment, the structure of main texts, and conjunctions used in main texts. Regarding the production and establishment, it was revealed that this Syomono was produced on the basis of Kiyohara Senken’s Syomono with postscripts. Through this, it was made clear that the Seikebunko Syomono is a standard form of middle-age Kobunkokyo Syomono, and hence a valuable material for Japanese language researches. Next, the study considered main texts of this Syomono with reprinting the second stage of Chapter 1. As a result, it was made clear that main texts of this Syomono consist of two parts, one is explanations of original Kokyo texts and the other is explanations of Koankoku’s annotations which were published with Kobunkokyo. In terms of style, it consists of Kanji-katakana majiribun and original Kanbun. Further, the original Kanbun is divided into two, those that have Katen and those that do not. In addition, many quotations from other books including Kokyozyutsugi are also observed. Finally, there are 97 examples of conjunctions (18 kinds) used in this Syomono. It is worth noting that among them, Sateto, Sahodoni, and Sayounaraba were observed, which has not been explored in previous studies. Further, Yueni, Sikari-type conjunctions, and Mata, which were known as written language conjunctions, are used 69 examples (about 71%). On the other hand, Saruhodoni, which was regraded as a colloquial conjunction, is used 15 examples. In terms of conjunctions, it can be said that this Syomono has the relatively strong literary character.

Japanese Listeners’ Linguistic Behavior of Japanese learners and native speakers on Distance Contact Situation utilizing ICT

Lee,Soonhyeong | 2020, (64) | pp.53~69 | number of Cited : 0

PDF

Japanese Listeners’ Linguistic Behavior of Japanese learners and native speakers on Distance Contact Situation utilizing ICT The purpose of this study is to empirically analyze and review through comparison of how Korean learners of Japanese and native speakers of Japanese operate Listeners' Language Behavior in the remote contact situation utilizing the video conference system which can provide a vision and an audio at the same time unlike the telephone call which provides an audio only. The main results of the analysis and review are as follows. 1. In terms of the use of Aizuchi (Back-channels; Responsive tokens), Korean Japanese learners are found to use them 2 times or more in the in-person contact situation (33.8%) than in the remote contact situation (16.3%). In contrast, native speakers are found to use them more frequently in the remote contact situation (83.7%) than in the in-person contact situation (66.2%). 2. In terms of the appearance position of Aizuchi (Back-channels, Responsive tokens), both Japanese learners and native speakers show a higher frequency rate ‘when utterances shift' than ‘during the other speaker’s utterances' in the remote contact situation, whereas show a higher rate ‘during the other speaker’s utterances' than ‘when utterances shift' in the in-person contact situation. Furthermore, even though it was limited to one learner, the use of co-construction responses while utterances shift has been observed, which confirms learners’ various usages of Aizuchi, like native speakers do, regardless whether it is remote or in-person. 3. In terms of the expression type and function of Aizuchi, both Japanese learners and native speaker are found to use emotional back-channel expressions and conceptional back-channel expressions most frequently. Regardless of the contact situation and the appearance position, native speakers are found to use Aizuchi more frequently than Japanese learners. Further, regardless of the contact situation, the native speakers use the 'consent' or 'understanding' function when utterances shift, thereby set up a base for the next utterance, whereas they actively use the 'listening' function ‘during the other speaker’s utterances', thereby facilitate the other speaker’s ongoing discourse. 4. It is confirmed that in the remote contact situation, Japanese learners tend not to use the target language whereas native speakers show a frequent use of it.

Survey on opinions about the liberal arts education at universities in Korea, China and Japan

Geugchol Bang , Hoon-Ho Kim | 2020, (64) | pp.71~88 | number of Cited : 0

PDF

Survey on opinions about the liberal arts education at universities in Korea, China and Japan This study conducted a survey on opinions of Korean, Chinese and Japanese university students about the liberal arts education. As the survey methodology, it distributed the questionnaire, utilized the statistical analysis program IBM22.0 and analyzed results based on the five-point and five-step Likert scales. As a result, we were able to identify similarities and differences in the liberal arts education at universities in the three countries. Based on the findings of this study, we would like to make practical suggestions for the improvement of the liberal arts education as follows: 1. It is necessary to create a support system for the national Liberal arts education based on the needs of students. 2. In order to switch from the liberal arts education to the student participation classes, the enrolment needs to be fewer than 30 students. 3. It is necessary to create a bachelor's system, teaching methods and evaluation methods that reflect the trend of the times. 4. In order to improve creativity and thinking skills, it is necessary to create a classroom and a learning environment for the convergence education. 5. It is necessary to consider students' definitional characteristics and adopt the active learning, PBL, etc. into the liberal foreign language classes. 6. Each of the three countries has different evaluation styles and preferred priorities. Therefore, the evaluation method needs to be reconstructed in conjunction with the effectiveness and quality of education. In order to realize the above six points, professors, the main constituent of university education, should make efforts, and institutions in charge of the liberal arts education should support the academic administration and improve the academic system. In the future, I would like to make a new model for the liberal arts education based on results of a survey of the learners' opinions on the cultural education.

On the Homographs in Japanese and Chinese that are used as Attributes - Focus on errors by Japanese Learners in Japanese Education -

Feng, Yuan | 2020, (64) | pp.89~100 | number of Cited : 0

Language Experiences of Japanese in Gongzhuling of former Manchuria -Paradigm shift in the Language Usage Situation Spanning the end of World War II-

Masahiro, Koga | 2020, (64) | pp.101~117 | number of Cited : 0

Language Experiences of Japanese in Gongzhuling of former Manchuria -Paradigm shift in the Language Usage Situation Spanning the end of World War IIIn this paper, I analyze data from two interviews and diary entries to examine linguistic experiences in the Manchurian city of Gongzhuling. I conducted semi-structured interviews with two Japanese who spent their school days there. This was combined with analysis of diary entries thought hitherto non-existent, since returnees were allowed to carry no belongings. I found the following results. Japanese residents used only Japanese in their everyday lives, and their experiences with the Chinese language were largely through school education. With the end of the war and the great changes in society, Japanese usage decreased with Chinese, Russian and English increasing in its wake. In other words, there was a paradigm shift in the language experiences of Japanese in the period before and after war’s end. Following the war, the children’s generation were sent into Chinese households as servants and half-forced to use Chinese, and students in Japanese schools experienced Russian language education. The parents’ generation experiences varied, but there are cases of Japanese who used English to communicate with the Chinese who came for confiscation. Changes after the war were not limited to language education and language policy but extended to language usage and language perceptions as well. In particular, the Chinese language, which during wartime had been perceived as “something learned at school” or something regarded unfavorably in hindsight as a “Colonial Chinese” became a language variety whose usage was unavoidable in the post-war period. Furthermore, the Russian language learned at Japanese schools was perceived as a means toward showing accommodation and avoiding danger. In essence, while Manchukuo was purported to be multilingual, the data indicate that it was ironically only after the war’s end.

An Analysis of Writing Activities in Japanese Textbooks in High School based on the revised curriculum in 2015

Lee, So-Ra , HyunJung Oh | 2020, (64) | pp.119~136 | number of Cited : 2

This paper analyzed the written activities presented in the Japanese textbooks used in high school under the revised 2015 curriculum and unveiled how they were organized in the textbooks. Our results showed that they consisted of limited writing exercises (91.68%), induced writing exercises (8.10%), and free writing exercises (0.22%). In other words, they were mostly comprised of imited writing exercises. Even in terms of the transitional connection between Japanese I and Japanese II, while Japanese I expands the amount of written exercises gradually from letters to words and sentences, Japanese II consists of limited writing exercises only with some exceptions. Furthermore, results of the survey on the commonality of writing exercises between the two textbooks showed that commonalities of other types of exercises rather than of the limited writing exercises were extremely low. In addition, our analysis of the reflection rate of teaching and learning methods, i.e. how far the method actually used exercises as presented in the Japanese language curriculum, showed a huge difference in the use of writing exercises between the Japanese textbooks by more than 66.66% for Japanese I and 45.00% for Japanese II. Through this analysis, we were able to identify the problem of the lack of transitional connection between Japanese I and Japanese II, which was caused by the fact that in the current textbook, writing exercises are biased to the limited type. We also suggested that because of the low commonality between the textbooks, the guided writing should be encouraged to cover the areas that have insufficient contents, as well as to engage students in various exercises. In sum, this paper discussed the problems of the revised 2015 curriculum with focus on the writing exercises in Japanese language textbooks in high school. Based on the findings of this study, in the future, we will explore the effective way of organizing the contents of the exercises so that the textbooks maintain the continuity and remain systematic.

A contrastive study of ‘unheated cooking verbs’ in Korean and Japanese - Focusing on the mixture and fermentation -

EUNSOOHEE | 2020, (64) | pp.137~154 | number of Cited : 3

PDF

A contrastive study of ‘unheated cooking verbs’ in Korean and Japanese - Focusing on the mixture and fermentation - The study of vocabulary on cooking in Japanese and Korean has been conducted in many fields. However, they have mainly focused on cooking verbs about "heated food" and there are few studies on "unheated cooking verbs". Moreover, there is no previous study that encompasses various aspects of the derivative meaning as well as the primary meaning. This study examines what unheated cooking verbs are in both languages by limiting the range of unheated cooking verbs to mixing and fermentation among Japanese and Korean cooking verbs, and furthermore, clarifies the derivative aspects of the meaning of heating cooking verbs. For this, firstly, headings of the "unheated cooking verb" were extracted from previous studies and cooking books, and then the headings were classified into two subsets, "processing and mixing" and "preservation and fermentation". The group of verbs for ‘processing and mixing’ was further divided into <seasoning to taste>, <putting>, and <mixing> and the group of verbs for ‘preservation and fermentation’ were divided into <dipping>, <brewing>, and <fermenting>. The Japanese and Korean unheated cooking verbs share many similar parts, but they also show interesting differences according to the differences in expression. Further, among the "unheated cooking verbs" of both languages, verbs that were used purely to convey the meaning of cooking were rarely observed. Many verbs expanded their meaning from the meaning of general verbs to the meaning of cooking. This aspect of the meaning expansion cannot be explained by the linguistic aspect only, and the relationship with the cultural aspect should be examined together. The difference in the usage patterns of the two languages' cooking verbs is thought to be related to the differences in the types of foods, the cooking methods, and the language expressions that stem from the development of the food culture, and it is expected that the differences in the food culture between the two countries will be clarified by summarizing the overall cooking verbs in Japanese and Korean.

Adoption and management of PBL in Japanese classes - Focusing on textbook-based classroom activities -

SHIN EUNJIN | 2020, (64) | pp.155~171 | number of Cited : 0

On the choice of readings for made in Japan kanji in modern times

LEE BYONGMAN | 2020, (64) | pp.173~185 | number of Cited : 1

On the choice of readings for made in Japan kanji in modern times In Japan, readings of Chinese characters are divided into Go-on, Kan-on and Tō-on, and it is widely recognized that these different readings have been determined through the circumstances that each one was delivered into Japan. As such, it is necessary to choose readings when kanji words are newly created. As can be seen in most existing cases, Kan-on is generally selected in such a case. However, there are also cases where this general rule has not been employed. The current study has investigated grounds for these cases. Here is a brief summary of findings. (1) Why is the reading of 京 in 京浜 and 京成 is “kei” and not “kyou” while the general reading of 京 is “kyou”. It is common to read 京浜, 京成, and 京葉 as "kei-hin", "keisei", and "keiyou", respectively, which are Kan-on. 京 meant 都, and once was read as “kyou” in Go-on thereby 東京, the capital city of Meiji, was read as Toukyou. However, the reading “kei” in 京浜 ‘regions near Tokyo’ came back, and was adopted even to 京阪 and 京阪神 , nearby areas of Kyoto. (2) It is not known whether it is correct to read 白夜 as "hakuya", but it is said that the reading “haku” for 白 is Kan-on and the reading “bihak” is Go-on. If the kanji word was established as a modern language, it will be natural to read it in Kan-on, “hakuya”. However, 白夜 is also read as "byakuya", as well as "hakuya", as can be seen easily through the kana-kanji convertion of 白夜. According to the NHK Broadcasting and Culture Research Institute, the original reading of 白夜 was “hakuya”, but the hit song of SIRETOKORYOJOU, released by Tokiko Kato in 1970 in the record, provided the opportunity to spread the reading of byakuya. (3) As a result of investigating the reading of 兄弟, it has been revealed that it can be read in three ways: "kiyaudai" read by Go-on, "keitei" read by Kan-on, and "kiyautei". Of course, “kiyautei” is a reading in which Go-on and Kan-on are mixed in half. It is thought that "Kiyaudai", which read Kan-on as Go-on, has spread widely as a friendly Japanese.

KJCKorea
Journal Central

The Japanese Language Association of Korea 2023 KCI Impact Factor : 1.0

2020, Vol., No.64