2013, Vol., No.32

Thinking through ‘wén ’(文) and ‘zì ’(字): The Possibility and Potentiality of Chinese Characters

HA YOUNG SAM | 2013, (32) | pp.3~40 | number of Cited : 3

PDF

This paper is an attempt to show the possibility and potentiality of Chinese Characters by tracing the process of their creation by the ancients before the foundation of classical learning and the elaboration of the technology of power in China. According to Xu Shen’s(許愼) Shuōwén Jiězì(說文解字), the oldest and one of the most important character dictionaries of ancient China, Chinese did not consider their writing system as a secondary sign system serving the sole purpose of representing vocal speech. Xu Shen draws a basic distinction between two types of characters, wén(文) and zì(字). Wén is those composed of a single graphic element and zì those containing more than one such element. Both terms are combined to the word, wénzì(文字) meaning Chinese character. Relying on the distinction, I would like to develop new ideas and concepts on Chinese writing in this paper. Firstly, ‘wén’(文) represents the great intellect of such a saint who does not have any interest in secular profit and interest, as Cang Jie(倉頡) who is known as a creator of Chinese characters. Chinese character invention was such a great event that could changes the rules of the situation. As he made the insensible sensible and the invisible visible in the process of creating Chinese characters, it is said the millet fell down like rain from heaven, and ghost cried during the night. In addition to the detailed interpretation of the myth, I try to investigate the singular sense of the word as a truth event, analyzing the etymological sense ‘wén’ in Oracle bone inscriptions more specifically. On the other hand, through compound characters called ‘zì’, I try to expose non-hierarchical and democratic properties of writing. Finally, I attempt to suggest a way of looking at the world through wénzì which is meant to be both destabilising and, at the same time, productive of new ideas.

Consideration given to ‘Wenming Yuyan’

Jung Yun-Chul | 2013, (32) | pp.41~63 | number of Cited : 1

PDF

This paper was launched by the purpose of studying in depth on the concept of ‘Wenming Yuyan’. To this end, I have given a lot of thought to what implications the keyword of ‘civilization’(Wenming), which becomes a destination point for the current social development of China, has. It was found out that unlike ‘culture’, ‘civilization’ has a dynamic characteristic and has been projected into various fields since it was initially introduced to China in modern times. After ‘civilization’ permeated a linguistic area, resulting in ‘linguistic civilization’, it became a direction the public has to pursue in their language life. ‘Wenming Yuyan’ is one of the key elements that constitute language civilization. This paper was developed inductively into three components, namely accuracy, appropriacy and courtesy. In other words, based on accuracy, it features appropriacy in terms of usage and can lead both communication parties to a desirable relationship. Presently, various levels of schools, public offices, businesses etc. in China are conducting a campaign to promote ‘Wenming Yuyan’, which means Chinese people’s language life is now considerably polluted or destroyed. Scholars mainly attribute this problem to market economization in China society. Of course, this phenomenon, far beyond the language sphere, can be witnessed in the mental area such as a view of morality or order that is represented by the language. The slogans like ‘The Reconciled Society’(‘和諧社會’) or ‘The Chinese Style Socialism’(‘中國特色社會主義’) on which the current Chinese leaders frequently put emphasis are intended to restore the traditional ethics that are heavily damaged and combine it with the system of China’s own unique socialism. An enlightenment movement is commonplace in China. It is needed to keep our interest in how the enlightenment drive for using ‘Wenming Yuyuan’ will affect the public’s language life and also develop hereafter. In addition, it can be worth comparing and analyzing Korea’s policy on language use.

Study on Balanced Development Design in the Language Input and Output of In-and Out-class Training Activities— Focusing on Chinese Language Teaching for Advanced-level Korean Students

한재균 , CHUN,KEUNG | 2013, (32) | pp.65~85 | number of Cited : 0

PDF

The process of learning languages involves acquiring and comprehending linguistic knowledge. Much debate has been conducted on the topic of language input and output in Chinese language teaching at the college level in China, but not in Korea, where the method of providing Chinese language education has been somewhat unbalanced. To elaborate, Chinese language education in Korea has focused on acquiring the language itself rather than on teaching students how to put it into practice. This study, which is based on teaching theories pertaining to foreign languages and constructivism, divided Chinese language classes into in- and out-class training activities. This study also discussed theoretical and practical studies to advocate the establishment of a student-centered teaching mode in which in- and out-class training activities are created and conducted. A way to reform the mediums and methods of teaching and to carry on the second class room activities is to set up an environment for Chinese language learning in which students are provided opportunities to practice their language and to participate in communication activities; this way, they can acquire the ability to actually use the language. To prove that it is feasible to apply a combination of language input and output in language teaching for students in Korea, the author conducted an experiment, lasting one semester, with 23 students of two classes for advanced learners in a certain college’s Chinese language department. The Chinese teacher was the author herself. The result of the general examinations with a common test paper for all the students from advanced learners in our school is feasible with actual and scientific data. The outcome of the experiment shows that it is feasible to use a combination of language input and output in Chinese language teaching for students in Korea. According to the results of the survey, both learners and teachers should pay careful attention to certain details of both input factors and output factors. On the one hand, from the viewpoint of input, teachers should ensure learners’ favorable quality, quantity, reliability, and significance of the input language. On the other hand, from the viewpoint of output, teachers should provide a relaxed and ordered setting for learners to practice their output. Both input and output are implemented in different modes in Chinese language teaching at the college level. Different teaching modes can be applied to different teaching contents. Therefore, it is necessary to research input and output in different teaching modes. Combining all the positive elements of different teaching modes leads to ideal and effective teaching. Additionally, a better understanding of input and output theories can facilitate Chinese language teaching and learning. This study, on the basis of the fact that Korean students are more competent in reading than in writing and speaking, analyzes how language input and output are used in Chinese language teaching at the college level in Korea. It also points out that language input and output must be balanced. Additionally, using language input and output theories, this study stresses the importance of practice in language output. Finally, it also suggests some ways to make students achieve a balance with regard to linguistic competence. The aforementioned analysis shows that language input and output theories can help improve the state of Chinese language education in Korea.

A Study on the Literature Value of Books Referred to in “Beoncheonmunjibheobju” Published in Choseon Ages

KIM, HO | 2013, (32) | pp.89~109 | number of Cited : 0