2022, Vol., No.74

Directionality and Subjective Construal of Japanese Language (Part 2): Contrastive historical geography of “iku-kuru” and “yaru-kureru”

Inoue, Fumio | 2022, (74) | pp.5~30 | number of Cited : 0

A comparative study on the behavior of request between Korean and Japanese college students: Focusing on gender differences

Kang, Suk-woo | 2022, (74) | pp.33~53 | number of Cited : 1

On the Kana notations of Group Shan(山) in Mako-Inkyo: Focusing on grade 1・2 on Group Shan(山)

Meng, Yao , Lee, Kyong Chul | 2022, (74) | pp.55~71 | number of Cited : 2

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The processing process of kanji words in visual representations of Japanese sentences to Korean learners of Japanese in the advanced level: Using a lexical decision task of words with contextuality and phonological similarity between Korean and Japanese

PARK YOON SEON | 2022, (74) | pp.73~88 | number of Cited : 0

The relation between the concreteness of reference information and negation: A study of “思うほど (omou-hodo)” and “と思うほど (to-omou-hodo)”

Shang Xiaohuan | 2022, (74) | pp.89~103 | number of Cited : 0

A consideration of the sentence “私の趣味は〇〇です”

LI, Domgzhe , Piao Zhanyu | 2022, (74) | pp.105~119 | number of Cited : 0

How reflection learning among Japanese language teachers occurs: Practice of dialogue between teachers on the theme of voice

Ito, Marina | 2022, (74) | pp.121~135 | number of Cited : 0

The purpose of this study is to clarify how learning through reflection occurs in Japanese language teachers from the theme of ‘voice’ and its teaching. This study emphasizes the importance of the growth of teachers in the training of Japanese language teachers. We also focus on the place of reflection as something that promotes the growth of teachers. In order to clarify the process of how teachers learn through reflection, we set two research questions. The first research question is, "What do Japanese language teachers learn through reflection on the theme of voice?” and the second one is “How does that learning occur?” In order to clarify these research questions, we used a narrative approach to analyze the process by which teachers learn through reflection. As a result, the following three points became clear in the practice of dialogue among teachers on the theme of voice. (1) In reconsidering the significance of voice education, the teachers became aware of the connection between their own experiences with voice and their view of voice education, (2) as they reflected on their own experiences, they constructed a view of voice as meaning and emotion clad in voice, and (3) as they further reflected on their experiences and their view of voice education, they came to see voice as inseparable from interaction. In addition, reflecting on their experiences and their view of speech education, they constructed a view of speech education in which speech is considered to be inseparable part of interaction, and speech education is utilized as a method. The analysis and discussion of this study responds to two research questions. The first is to construct a view of voice education from a different standpoint from my own. In order to answer the question, "How does this learning take place?", I will reflect on my own experiences and views on education by repeatedly going back and forth to construct a view on voice education based on different views on education.

Types and functions of question expressions in daily conversations in Korean and Japanese

JANG YUN AH | 2022, (74) | pp.137~156 | number of Cited : 1

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A study of characteristics of relative clause markers in Chinese and Japanese languages and related syntactic issues: From the standpoint of linguistic typology

Zhang Jing-yuan , Sheng Wen -zhong | 2022, (74) | pp.157~175 | number of Cited : 0

A comparative study of the act of expressing dissatisfaction between Korean, Chinese, and Japanese female students: Focused on the characteristics regarding a change of power relationship

JungHyunAa | 2022, (74) | pp.177~198 | number of Cited : 4

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This paper focuses on the mutual interaction of the act of expressing dissatisfaction, and quantitatively analyzes and discusses the (dis)similarities that Korean, Chinese, and Japanese female students use in a situation wherein the power relationship has changed. First, the tendency of Korean female students to express their dissatisfaction showed that <confirmation of the situation and direct/indirect expression of dissatisfaction> was used between peers rather than toward seniors while <Confirmation of alternatives and acceptance of alternatives and concessions> was used toward seniors rather than between peers. Korean female students tended to use language strategies that respect the senior's dignity. It is considered that the influence of power relationships is strongly reflected in language strategy. Next, the tendency of Chinese female students to express their dissatisfaction showed that <direct expression of dissatisfaction and requests for improvement, refusal, and acceptance of alternatives> was used between peers rather than toward seniors and <Confirmation of the situation and indirect expression of dissatisfaction, confirmation of compensation and rejection> were used toward seniors rather than between peers. Lastly, the tendency of Japanese female students to express their dissatisfaction showed that they tend not to use direct expressions of dissatisfaction regardless of the power relationship. <Confirmation of the situation and indirect expression of dissatisfaction> was used more frequently between peers than toward seniors and <Request for improvement and concession> was used toward seniors rather than between peers. Similar to Korea and China, in Japan, verbal behavior that infringes on the other person's dignity is used slightly more between peers where their hierarchical power is the same in the relationship.

A contrastive sociolinguistic study on the criteria of utterance intention of Asian and Western people

Hong, Min-Pyo | 2022, (74) | pp.199~212 | number of Cited : 0

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Possibility of study on the L2 contact through diary materials of the Japanese-speaking generation during the Japanese colonial period

HWANG, YOUNG HEE | 2022, (74) | pp.213~234 | number of Cited : 1

In this paper, I examine the limitations and solutions to the life cycle of second language contact researches especially in the field of language attrition based on Japanese diaries written in Japanese by Koreans (Japanese-speaking generation) during the period of Japanese occupation. I collected 11 types of diary materials written by Koreans during the period of Japanese occupation, classified them, and described their value and content as informal materials. Then, I explained the social background related to the diary materials, considered the meaning of writing a diary through a comparison of the diary materials with the oral materials of Japanese teachers at the time, and summarized the results of comparing language uses in daily life and language education at the time with historical books. The results are as follows: (1) The meaning of the diaries written by the Japanese-speaking generation was ‘the regular use of the Japanese language, a tool for colonial assimilation education, a regulation of living behavior and a device for national education’, but it was not successful on everyone in the generation; (2) Regarding language uses in daily life and language education at that time, the diary materials show ‘a difficulty in grasping the actual situation in terms of Japanese language acquisition by language category’, as well as ‘evidence of resistance through the use of Korean language by students, errors in the use of dialects and accents, and the teachers’ Japanese level that is not higher than that of the present time; and (3) Concerning the limitations of researches on L2 contact of the Japanese-speaking generation, I presented the following: It is possible to overcome the research limitations in the life cycle by investigating the attrition process of Japanese, the mixed use of Japanese and Korean, the code-switching, the use of Kanji, and written language, etc.

KJCKorea
Journal Central

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

2022, Vol., No.74