2021, Vol., No.68

Restrictions on the use of vocative address terms in Japanese through a Japanese translation of Korean drama

Jieun Kim | 2021, (68) | pp.5~19 | number of Cited : 2

A study on Korean-Japanese vocabulary and cross-cultural education methods using CEMS

HYEYOUN KIM | 2021, (68) | pp.21~35 | number of Cited : 1

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The aspect of coining hybrid words in new and trendy words of the Heisei Period

Seon ok Park | 2021, (68) | pp.37~54 | number of Cited : 2

A contrastive Study on address terms of Konjiki Yasha and Janghanmong: focusing on person names

Park, Hyokyung , baek yiyun | 2021, (68) | pp.55~73 | number of Cited : 3

A study on the continuation of Japanese learning by Korean adult learners： using the MーGTA (Modified Grounded Theory Approach)

SEOYURI | 2021, (68) | pp.75~89 | number of Cited : 3

Effects of out-of-class activities on the acquisition of Japanese vocabulary and expressions

渋谷雅円 | 2021, (68) | pp.91~105 | number of Cited : 1

The purpose of this paper is to investigate the vocabulary and expressions that Korean international students learn in out-of-class activities, and to examine how to teach them in class. Out-of-class activities for learning new vocabulary and expressions were mainly "dormitory life," "part-time job," and "friendship with Japanese friends", and a large portion of the vocabulary and expressions acquired were related to real life. In particular, it was found that there were many vocabulary and expressions used for questions and answers to communicate with other people, and also for expressing the state of people and objects. In addition, when unfamiliar vocabulary or expressions appeared, as a countermeasure, each student tried to understand them using various strategies such as confirming the meaning with the other speaker or guessing it from the situation. Out-of-class activities provide the students with an opportunity to learn vocabulary and expressions such as dialects or colloquial languages that are not learned in class, as well as an opportunity to try what students learn in class and correct errors by observing utterances of Japanese native speakers. These results proved the usefulness of learning bridging. Further, in order to connect the contents learned in the out-of-class activities to the class, it is necessary to (1)introduce in class the representative dialect of the area where students are living, (2)introduce usage rules rather than imply memorizing nominalized vocabulary, (3)introduce the colloquial form as well if it is available when introducing new grammar, and (4)introduce different meanings with priority given to basic meanings if there is time for this in the case of vocabulary or expressions that are used differently from what was learned in class. This is a summary of an effective teaching method that enhances students’ understanding of vocabulary and expressions by linking out-of-class activities and class in school.

Class satisfaction of non-face-to-face video Japanese classes - Learner's evaluation of Untact Japanese writing classes -

SHIN EUNJIN | 2021, (68) | pp.107~121 | number of Cited : 11

Kanji-kana mixed notation of Fujiwara no Tadazane's "Denryaku": from the perspective of the learning process of Wakakanbun (Japanized Chinese writing) in the Heian period

Yanagihara Etsuko | 2021, (68) | pp.123~139 | number of Cited : 2

A diachronic study of Korean corresponding to Japanese formal noun '-koto', amd '-no' from the late 19th century to the early 20th century

Yu Soo-yeon | 2021, (68) | pp.141~157 | number of Cited : 2

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Postposition of「Ritual Prayer(のりと)․Order of the King(せんみょう)」

Jisoo Lee | 2021, (68) | pp.159~175 | number of Cited : 3

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「The Book of Order of the King(せんみょうがき)」including「ritual prayer(のりと)」and「order of the king(せんみょう)」is one of the most common forms of a sentence that is Japanized among Chinese-borrowing transcriptions. The book refers to transcriptions of verb endings, postpositions and an auxiliary verbs. The sentence structure of ritual prayers can be classified into type A, B and C. The order of the king is very similar to typeC which is the most developed type among ritual prayers. In terms of Chinese-borrowing transcriptionss, types A, B and C in ritual prayers contain the following transitional transcriptions for the Book of Order of the king: a turning point, the usage of Chinese characters, verb endings, postpositions, the joint-use of pseudonyms, the pronunciation of Chinese characters in compound verbs and even non-transcription of postpositions and an auxiliary verbs. Types A, B and C have gradually embraced and arranged the transitional transcriptions, and have settled in a regular pseudonym transcription for verb endings, postpositions and an auxiliary verbs. In the same age「Idu」, a Chinese-borrowing transcription, which was similar to the order of the king transcription, existed in Korea. Kono Rokuno(こうのろくろう) described the difference between the two forms as「the difference in the degree of the suitability for Chinese characters」. Through an analysis of the Chinese-borrowing transcription, pseudonyms of postpositions observed in the ritual prayer and the order of the king are unveiled as follows. The ritual prayer covers [ニ(爾/仁)], [ノ(乃/能)], [テ(氐/天/弓)], [ト(止/登)], [ヲ(乎/遠)], [ハ(波)] [ガ(我/可)], [モ (毛/母)] and [ソ曾(1)], while the order of the king contains [ニ(爾/仁)], [ノ(乃/能)], [テ(天/弓/氐)], [ト(止/等/登)], [ヲ(乎/遠)], [ハ(波/方)], [ガ(我/賀)], [モ(毛/母)], [イ(伊)], [ソ曾(11)], [ツ(豆/都/川)], [カ(可/加)], [シ(志/之/自)], [ヤ(夜/耶)], [ユ(由)] and [ヨ(與)].

Contrastive study on the interaction of compliant expressing acts in Korea, China and Japan: focusing on the difference in the degree of imposition

JungHyunAa | 2021, (68) | pp.177~196 | number of Cited : 7

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Implications for the pronunciation education for Japanese teachers in Korea: based on analysis of the 2015 revised curriculum, textbooks and practical study

천선영 | 2021, (68) | pp.197~213 | number of Cited : 3

This study aims to reveal implications on the implementation of the pronunciation education for Korean Japanese teachers in order to enhance pronunciation education in the Japanese language education field in Korea. This study is based on theoretical analysis of the 2015 revised curriculum and textbooks and a practical study with one Japanese teacher. As a result of analyzing the contents of the 2015 revised curriculum and 6 types of official textbooks from the viewpoint of pronunciation education in the preparatory stage of the practical activity, it was found that the curriculum emphasizes verbal communication, and presents Sei-on (voiceless sounds) / Daku-on (voiced sounds), Cho-on (long sounds) / Tan-on (short sounds), Yo-on (contracted sounds), Soku-on (geminate consonants), Haku (Japanese rhythm) and Intonation as pronunciation items. On the other hand, Accent, which is indispensable to verbal communication, is not presented as an independent item, but is included in Intonation, and the meaning range of Intonation is ambiguous in the textbooks. Based on the above issues, I conducted a practical activity under the theme of “Japanese accent”. From an interview with a Korean Japanese teacher who participated in the practical activity, it was revealed that the teacher's consciousness and behavior had changed after the activity. On the basis of the above analysis results, this study proposes three viewpoints for the enhancement of pronunciation education in the Japanese language education field in Korea. Firstly, it is desirable to organize the content such that Japanese teachers can learn about pronunciation with contents tailored to the actual class. Secondly, it is desirable to grasp pronunciation learning as an autonomous learning, based on not just memorizing the accent itself, but sharing how to use learning tools and finding appropriate ones if necessary. Finally, effective pronunciation education can be expected by being aware of the phonological characteristics of the two languages through comparison with Korean.

Heterosexual toward Japanese and Korean men from the perspective of Critical Discourse Studies: YouTube Comments about #MeToo movement

MOEKA HASHITANI | 2021, (68) | pp.215~235 | number of Cited : 3

This article clarifies the ideologies of heterosexualism toward Japanese and Korean men from the perspective of Critical Discourse Studies through analyzing YouTube comments about #MeToo movement, which has spread across the world since 2017. The ideologies that are found in the data are classified by Ambivalence toward Men Inventory (AMI) of Glick and Fiske (1999). This shows that only Heterosexual Hostility (‘HM(H)’ hereafter) and Complementary Gender Differentiation (‘BM(G)’ hereafter) are found both in Japan and South Korea (‘Korea’ hereafter), As a result of analyzing the data using the legitimation strategy as a frame work, it turns out that sexual abuses are disregarded in Japan whereas in Korea the Pence rule are justified by false accusations of sexual abuses through #MeToo movement and the ambiguity of the abuses that support HM(H). The unsupporting cases could be divided into women’s (sexual) abuse and man’s false accusation. In the case of the former, although the difference between men and women in the perception of abuses and a large number of women’s assaults are seen as a problem both in Japan and Korea, two countries also show a difference with each other such that glorifying and accepting the men’s accusation is viewed as an issue in Japan, whereas ignoring men’s accusation and treating as a freak are viewed as an issue in Korea. In the case of the latter, in Japan the sympathies toward victims of sexual harassments and abuses, and treating the men who are accused as criminals are considered as negative; and also, criticism of victims is legitimized through quotation and standardization of the behavior of victims. On the other hand, in Korea the focus is on whata happens after a calumny occurs, and the severity of the false accusation is emphasized by sarcasm and quotations, and there are the concerns about which victims of sexual harassment and abuse, who suffer disadvantages. Consequently, although the tendency of having concern for women’s assaults and men’s victims is found both in Japan and Korea, the recognition of rape myths of Ohbuchi et. al (1985) is confirmed through affirmation of men’s damages in Japan and support for the Pence rule in Korea. Additionally, regarding men’s false accusations, its potential possibility in Japan and the events after it occurs in Korea are criticized; thus, it is assumed that the gap between the importance of gender sensitivity and the suspicion toward it accelerates the conflict between men and women.

KJCKorea
Journal Central

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

2021, Vol., No.68