2022, Vol., No.71

Hong, Min-Pyo | 2022, (71) | pp.5~19 | number of Cited : 1

Beliefs in the language learning of intermediate-level learners of Japanese as a second language whose learning has stagnated: A comparison of intermediate-level learners whose learning has stagnated and advanced-level learners

kim You Jin , Ju Hyun Ju | 2022, (71) | pp.23~42 | number of Cited : 0

This study utilized a language learning belief survey to identify and analyze the factors that cause stagnation in learning. It focused on intermediate learners of Japanese as a second language (hereafter referred to as "IL") who have not reached the proficiency level that is expected to be achieved after studying Level N2 of the Japanese Language Proficiency Test for a sufficient amount of time. A total of 27 ILs learners and the same number of Advanced learners (AL), as a control group, answered 36 questions in 5 categories referring to BALLI: (1) aptitude for learning Japanese, (2) motivation for learning, (3) nature of learning, (4) factors influencing learning, and (5) ideal teaching methods and classroom activities. The results were examined using a t-test. Only 8 out of the 36 questions showed statistically significant differences between the IL group and the AL group. This confirmed that ILs were strongly motivated towards learning, as strong as ALs were. The following differences were also found: (1) ILs from non-kanji areas are more likely than ALs to think that the Japanese kanji system does not act as an advantage in learning Japanese, and that learning Japanese is difficult because of the differences between their mother tongue and kanji. (2) ILs tend to be more strongly motivated than ALs to learn Japanese through interaction with Japanese people, and interests in Japanese entertainment and pop culture. (3) ILs tend to be more likely than ALs to feel that learning Japanese is difficult due to differences in grammar between their mother tongue and Japanese. (4) In comparison to ALs, ILs strongly desired explanations from their teacher and placed more emphasis on the importance of reading than ALs. The results show a gap between the beliefs of ILs and their Japanese language ability. Considering these findings, it is necessary to develop educational methods that take into account the psychological burden of learning and provide the necessary educational support that can transfer the existent motivation for learning into actual learning behavior.

A Study on "non reaction" in Korea: Through cases where native Japanese speakers felt "ignored"

Mochida, Yumiko | 2022, (71) | pp.43~61 | number of Cited : 0

A case study on the domestic conversations of married Japanese migrant women: Focusing on the "NO JAPAN" campaign in Korea in 2019

PARK ESTHER , Oikawa Hiroe | 2022, (71) | pp.63~83 | number of Cited : 1

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A study of auxiliary verbs in a glossed reading of Lunyu (the Analects) in Medieval Japan: Focusing on auxiliary verbs of the past and perfective

Mi young Oh | 2022, (71) | pp.85~103 | number of Cited : 5

This paper examines 730 examples of auxiliary verbs indicating the past tense ‘きki’ and ‘けりkeri’ and the perfective aspect ‘つtsu’, ‘ぬnu’, ‘たりtari’ and ‘りri’ in Mubatsu-bon Lunyu Jijie volume 1 (abb. Mubatsu-bon), which is a standard glossed reading in the Medieval Japan. There are 11 examples of the past auxiliary verb ‘ki’, regardless of whether there are any factors that indicate the past tense in the Chinese original text. Of these 11, there are only 3 examples of ‘ki’ found in Shibunkai Kunten Lunyu. Further, ‘keri’ is used in 1 example only in Mubatsu-bon, but semantically, it is the case where the continuous aspect is expected to be used. The past tense auxiliary verbs are seldom used in the glossed reading of Lunyu including Mubatsu-bon. This is because the ‘historical present tense’ is used even in the case that describes the past. This is to express vividly the relevant scene, but is also related to the characteristic of the literary style of Kanbun Kundoku whereby Chinese text is translated into Japanese simultaneously to assist with remembering and memorizing the original text. There are 21 examples of ‘tsu’ (11 examples are used as perfective aspect, and 10 examples are given as emphasis), and 35 examples of ‘nu’ (22 examples are used as perfective aspect, and 13 examples are given as emphasis), 24 examples of ‘tari’ (12 examples are used as perfective aspect, and 12 examples are given as continuous aspect), and 67 examples of ‘ri’ (13 examples are used as perfective aspect, and 54 examples are given as continuous aspect). It is clarified as a result of the analysis that the aspect-related factor, which was discussed in Edwin Pulleyblank (2010), does not always appear in all original Chinese texts. Rather there is no consistent tendency as shown in the fact that Japanese auxiliary verbs of continuous aspect are used in the Chinese particles that express the perfective aspect in some examples, whereas the opposite is also found in some other examples. In terms of a succession of Kundoku, ‘tari’ shows the highest frequency rate, followed by ‘ri’. The other auxiliaries ‘tsu’ and ‘nu’ are seldom inherited.

A contrastive study on the vocabulary of Korean textbooks by elementary and middle school levels in Korea and Japan

Lee,Mi-Suk | 2022, (71) | pp.105~123 | number of Cited : 2

This paper explores differences in national language textbooks for elementary and middle schools between Korea and Japan, which are currently in use as of 2020, with a focus on the different school levels. To this end, the purpose of this study is to reveal characteristics of elementary and middle school textbooks by country in the semantic distribution of the vocabulary, on the basis of BunruiGoihyo(1964, 2004). Findings will also be compared with those in my former study in 2018, which analyzed middle and high school textbooks revised before 2016. In <high level classification> that divided the target vocabulary into five, significant differences were observed in <1.4 Product and Tool> and <1.5 Natural object and Natural phenomenon> in elementary school for both countries. This was an item that also showed a significant difference in middle school in my former study in 2018. In the end, it was clarified that the higher the school level, the fewer the words appearing in the corresponding area. Meanwhile, there was a more significant difference in Korean middle schools than in elementary schools in <1.3 Human activity, Mind and Behavior>. In Japanese middle schools, there was a significant difference in <1.2 Principal agent of human activity>, which shows the characteristics that elementary schools are nature and animal centered. In <middle level classification> that divided the target vocabulary into 43 categories, there were significant differences in about 20 items between elementary and middle schools in both countries, and the trend is also the same as the ‘<high level classification>. Elementary schools in Korea showed high significance in the order of machinery, animal, dwelling, living organism, nature/object, and tool, and Japanese elementary schools in the order of animals, nature/object, material and road/civil engineering. On the other hand, there were significant differences in foodstuff, duty, body, exchange and culture/history in Korean middle schools, whereas the significant differences were found in the order of human, economics, members/position, governance/politics, nation/region and partner/colleague in Japanese middle schools. There are differences in the theme and claims of textbooks between the two countries, to the extent that there is little in common between these two countries.

An analysis of research trends on machine translation in the linguistic and Japanese language society in Korea

Hae-mi, Lee | 2022, (71) | pp.125~143 | number of Cited : 2

In this study, I reviewed the current research trend of machine translation by overviewing the development of computer science and the overall previous research in linguistics. To this end, the research trend of Japanese, an individual language was identified, and the research direction was suggested by finding areas where research is insufficient or nonexistent. First, focusing on the translation method, I investigated the development process of computer engineering for the development of machine translation. Next, I analyzed the overall research trends in the humanities community in Korea since 2016. Based on its analysis results, I divided the machine translation-related researches into three phases: 'Observation' of studies that analyze errors in the machine translation, and identify limits or find potentials; 'Complement' of researches that pursue ways to improve the quality of machine translation, and use machine translation for education and research; and 'Acceptance' of researches that investigate users’ perceptions. Finally, I collected and analyzed all studies related to the Korean-Japanese and Japanese-Korean machine translation existing in Korea. The result showed that researches before 2016 mainly focused on the linguistic auxiliary analysis of morpheme, syntax, and semantic levels for RBMT or SMT. After 2016, researches have been focused on 'Acceptance' rather than the 'Observation' and 'Complement' research. The research direction appeared to be biased from a receptive point of view that accepts machine translation and actively uses it in real life without sufficient prior research that would add linguistic knowledge in order to analyze the current state of NMT which is a new form of machine translation, or solve problems for better translation outcomes. There has been no comprehensive analysis of machine translation-related research trends in the Japanese language academic community yet. It is expected that this paper will provide a research basis for researchers who take machine translation as research subjects at a stage where research has not been sufficiently accumulated.

A contrastive study on language expressions in positive/negative evaluating situations among Korean, Japanese and Chinese: In the case between close friends

趙海城(Zhao, Haicheng) , Kyungboon KIM , Sekizaki, Hironori | 2022, (71) | pp.145~166 | number of Cited : 0

KJCKorea
Journal Central

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

2022, Vol., No.71