『飜譯老乞大』의 번역문의 피동과 사동 연구

WANG MENGQI 부경대학교 2018 국내석사

이 논문은 『번역노걸대』의 번역문의 피동과 사동에 관한 연구이다. 『번역노걸대』번역문의 피동과 사동 구문과 이에 대응하는 중국어원문과 비교하여 『번역노걸대』번역문의 피동과 사동의 양상 및 특징을 살펴보았다. 『번역노걸대』번역문의 피동구문이 현대국어와 같이 ‘파생적 피동’, ‘통사적 피동’ 및 ‘입다, 맞다, 받다’에 의한 피동으로 나눌 수 있으며 『번역노걸대』번역문의 사동구문도 현대국어와 같이 ‘파생적 사동’, ‘통사적 사동’ 및 ‘-ᄒᆞ야(-시키다)’의 사동으로 분류하였다. 『번역노걸대』의 피동과 사동구문의 번역유형을 다음과 같이 정리하였다. 첫째, 중국어원문의 피동과 사동구문들을 번역문에서도 피동과 사동으로 해석된 경우이다. 둘째, 원문에 피동과 사동구문이었는데 번역문에는 피동과 사동으로 해석이 안 된 경우이다. 셋째, 원문에 피동과 사동구문이 아니었지만 번역문에서 피동과 사동으로 해석된 경우이다. 따라서 조선시대 역학자인 최세진이 『노걸대』를 언해할 때에 원문을 그대로 직역한 부분이 많지만 당시의 언어와 생활을 고려하며 의역한 부분도 있음을 확인하였다. 본 논문은 다음과 같이 구성하였다. 제1장에서는 『번역노걸대』의 서지적 정보, 선행연구, 연구방법 및 연구대상에 대해 논술하였다. 제2장에서는 한국어와 중국어의 피동과 사동 구문의 특징에 대해 살펴보았다. 한국어 피동이 ‘파생적 피동(잡히다)’, ‘통사적 피동(가아 진다)’과 ‘입다,당하다,받다’류의 피동으로 분류하였다. 중국어 피동이 ‘어휘적 피동(治好, 受處分)’과 ‘통사적 피동('被'피동,'叫/敎'피동,'讓'피동 등)’ 2가지로 나누었다. 한국어 사동이 ‘파생적 사동(웃기다)’, ‘통사적 사동(-게 하다)’ 그리고 ‘-시키다’의 사동으로 분류된다. 중국어 사동이 ‘어휘적 사동’과 ‘통사적 사동’으로 2가지 나누었다. 제3장에서는 중국어원문과 중세한국어 번역문을 대조하여 『번역노걸대』번역문의 피동과 원문과의 상관관계에 대해서 고찰하였으며『번역노걸대』의 피동구문의 번역유형을 3 가지로 분류하여 정리하였다. 유형I은 중국어원문에도 번역문에도 모두 피동인 경우, 유형II는 원문에 피동이고 번역문에는 피동이 아닌 경우, 유형III은 원문에 피동이 아니지만 번역문에서 피동으로 해석된 경우이다. 원문의 ‘禁着’와 같은 ‘어휘적 피동’을 번역문에서 ‘가티다’로 해석하여 ‘파생적 피동’이 되었다. 그러나 번역문에 쓰인 ‘ᄒᆡ야 디다’가 ‘통사적 피동’이 되었지만 원문에 피동구문이 아니었다. 이는 중국어에서 ‘절로 되는 입음’을 피동을 보지 않기 때문이다. 제4장에서는 중국어원문과 중세한국어 번역문을 대조하여 『번역노걸대』번역문의 사동과 원문과의 상관관계에 대해서 고찰하였으며『번역노걸대』의 사동구문의 번역유형을 이와 같이 3 가지로 분류하였다. 유형I은 중국어원문에도 번역문에도 모두 사동인 경우, 유형II는 원문에 사동이고 번역문에는 사동이 아닌 경우, 유형III은 원문에 사동이 아니지만 번역문에서 사동으로 해석된 경우이다. 따라서『번역노걸대』의 사동구문의 번역특징을 살펴보았다. 중국어원문에 사동 표지인 ‘着’나 ‘敎’자를 가진 사동 구문을 번역문에 ‘-게 ᄒᆞ다’로 해석하였으며 간혹 ‘敎’자 사동 표지가 아닌 경우에 ‘시키다, 가르치다’의 뜻을 가진 동사로 쓰인 원문구문들이 번역문에 ‘-ᄒᆞ야’ 즉 ‘-시키다’의 사동으로 해석하였다. 또한 원문의 ‘어휘적 사동(热手脚)’을 번역문에 ‘파생적 사동(손발 데우다)’으로 해석하였다. 제5장에서는 1장부터 4장까지 논의한 내용을 정리하여 결론을 제시하였다. This paper is about the research on the passive and causative forms of the translation in Byeonyeok-Nogeoldae. It's translated by the famous Chinese scholar and translator Choe Sejin(최세진) in the 16th century. Through the study on the passive sentences and causative sentences in Korean translation in the middle ages and the original Chinese corresponding to these passive sentences and causative sentences in the Byeonyeok-Nogeoldae. The translation characteristics of Byeonyeok-Nogeoldae are described in detail. From the perspective of modern Korean and Chinese grammar, this paper reviews the passive and causative forms in the middle ages of Byeonyeok-Nogeoldae. This paper also summarizes the translation types of passive sentences and causative sentences in the medieval Korean translation of Byeonyeok-Nogeoldae. At the same time, this research on the passive and causative forms of the translation of the Byeonyeok-Nogeoldae also shows the translation characteristics about the literatures that Choe Sejin translated. We are familiar with the Korean language, syntax and grammar also can be found in the middle ages Korean. Over time, there have been many changes in pronunciation, writing, and grammar that became more and more beneficial to study and use in daily life. In this paper, we can also learn about the words and grammar of medieval Korean which are hard to see and learn in modern Korean language through the study of Byeonyeok-Nogeoldae. In addition, we can also experience the feelings that had been experienced by the famous translator Choe Sejin when translating this book. He left many valuable works in the Korean dynasty, to translate these documents. They are not only familiar with the languages of the two countries, but also have a certain understanding of the local customs, tradition and culture of the two countries. However, not only thinking of fully express the original meaning, also should consider how to make the translated sentences more simple and convenient to learn. These are all very difficult processes. Through the study of this paper, it can help people understand the importance of this documents left by Choe Sejin. This paper consists of the following parts. The first chapter discusses the bibliographic information of Byeonyeok-Nogeoldae and the related advance research, and determine the research method and research topic. In the second chapter, we discuss the concepts of passive sentences and causative sentences in modern Korean and Chinese and their respective characteristics in both languages. I have explored the concept of Korean passive sentence and causative sentence, as well as the concept of Chinese passive sentence and causative sentence. Then, I explained the types of passive sentence and causative sentence in Korean and passive sentence and causative sentence in Chinese. The third chapter is about the research on passive forms in Korean translation in the middle ages of the Byeonyeok-Nogeoldae. First of all, it compares the original Chinese with the medieval Korean, and analyzed one by one all of the passive sentences that appeared in Byeonyeok-Nogeoldae. This paper summarizes the emergence of passive expression in the translation of Byeonyeok-Nogeoldae and the relationship between the original text. According to the Korean and Chinese concepts of passivity and the characteristics of passive sentences summarized in two languages that are explored in the second chapter. I have investigated the causes and characteristics of passive sentences in the translation of Byeonyeok-Nogeoldae. In the meantime, I looked at some examples of passive sentences in the original text but not passive in the translated text. Next, it summarizes the translation characteristics of passive sentences in the translation of Byeonyeok-Nogeoldae. The fourth chapter is about the research on causative forms in Korean translation in the middle ages of the Byeonyeok-Nogeoldae. First of all, it compares the original Chinese with the medieval Korean. Then analyzed one by one all the causative sentences that appeared in Byeonyeok-Nogeoldae. This paper summarizes the emergence of causative sentences' expression in the translation of Byeonyeok-Nogeoldae and the relationship between the original text. According to the Korean and Chinese concepts of causative sentences and the characteristics of causative sentences summarized in two languages that are explored in the second chapter. I have investigated the causes and characteristics of causative sentences in the translation of Byeonyeok-Nogeoldae. In the meantime, I looked at some examples of causative sentences in the original text but not causative in the translated text. After, I summarized the translation characteristics of causative sentences in the translation of Byeonyeok-Nogeoldae. The fifth chapter summarizes from the chapter first until the fourth. Conclusion is the last part of this paper. 本文是关于16世纪著名的汉语学者兼翻译学家崔世珍所译文献『翻译老乞大』里韩国语译文的被动和使动用法的研究。通过对『翻译老乞大』里中世纪韩语翻译文的被动句和使动句及这些被动句和使动句对应的原文汉语的考察,对『翻译老乞大』的翻译特点进行了细致的描述。本文站在现代韩语和汉语文法的角度回顾了『翻译老乞大』里中世纪时期被动和使动的表现形式,并总结了『翻译老乞大』的中世纪韩语翻译文里被动句和使动句的翻译类型。同时通过对『翻译老乞大』翻译文的被动和使动的研究也展示了崔世珍的所著翻译文献的翻译特点。我们现在所熟知和熟悉的韩语文字,韩语语法和文法在中世纪韩国语里也都是可以发现的。只不过经过时间的推移,发音,文字,语法以及文法都有了许多变动,变得越来越利于学习和使用。通过本文对『翻译老乞大』的研究也可以了解一下在现在的学校里很难看到和学到的中世纪韩国语的文字,语法以及文法。此外,还可以体会到著名的翻译学家崔世珍对这本书进行翻译的时候所经历的心情,他在朝鲜王朝留下了许多珍贵的著作,对这些文献进行翻译不仅要熟悉两国的语言同时要对两国的风土人情及文化也要有一定的了解,在完全表达原文意思的同时要斟酌如何措辞使翻译后的句子更简单通俗便于学习。这些都是很艰难的过程。通过对本文的研究,能帮助现在的人们更加感觉到崔世珍留下的这些文献是多么珍贵。 本文由以下几部分组成: 在第一章中,首先了解了『翻译老乞大』的书目信息和有关的先行研究,确定了研究方法和研究主题。 在第二章中,我们讨论了现代韩语和汉语中关于被动和使动的概念和在两种语言里它们的各自特点。我探索了韩国被动与使动的概念,以及中国被动与使动的概念。然后,我举例说明了韩语被动和使动句的类型以及汉语被动和使动句的类型。 第三章是对『翻译老乞大』中世纪韩国语翻译文里被动形式进行的研究。首先对原文汉语和中世纪韩语做了对照,并逐一分析了『翻译老乞大』里出现的所有被动句。总结了『翻译老乞大』译文里被动表现的出现和原文之间的关系。根据第二章中了解的韩语和汉语的关于被动的概念和两种语言里各自总结的关于被动句的表现特点,考察了『翻译老乞大』的翻译文中所出现的被动句的出现原因和特点。同时,考察了一些原文里以被动句出现但翻译文里并不是被动句的例子。接下来,总结了『翻译老乞大』翻译文里被动句的翻译特点。 第四章是对『翻译老乞大』中世纪韩国语翻译文里使动形式进行的研究。首先对原文汉语和中世纪韩语做了对照,并逐一分析了『翻译老乞大』里出现的所有使动句。总结了『翻译老乞大』译文里使动表现的出现和原文之间的关系。根据第二章中了解的韩语和汉语的关于使动的概念和两种语言里各自总结的关于使动句的表现特点,考察了『翻译老乞大』的翻译文中所出现的使动句的出现原因和特点。同时,考察了一些原文里以使动句出现但翻译文里并不是使动句的例子。接下来,总结了『翻译老乞大』翻译文里使动句的翻译特点。 第五章总结了第一章到第四章的内容,并给出了结论。

우리말 색채어 표현의 의미 확장 양상 연구

유인선 부경대학교 2018 국내박사

The purpose of this study is to analyze the aspect of the extension of the color word in Korean during the period from 15th to 19th century. To this purpose, the first step is to investigate the expression and the grammatical form of the color word in Korean using historical corpus. The second step is to reveal the basic color words(or basic color terms) in Korean and to select the examples of the extended meaning based on the analytical criteria presented in the text. The final step is to find answers to the following questions through the Semantic Information Structure Model analysis: (1) what mechanisms(Metaphor and Metonymy) are mainly used when the meaning of the color word in Korean are extended? (2) what meaning is the most entrenched? (3) are there high correlations among the extended meaning,-expression, and-grammatical form? For detailed analysis, the color word was divided into ‘a primary color word’ and ‘a mixed color word’ and ‘a complex constitution color word’. A primary color word is like that ‘Geomda’, ‘Huida’, and a mixed color word is like that ‘Geomburgda’, ‘Geompureuda’. A complex constitution color word is different from others. It's not a word, it's just the combination of each color words to construct meaning. Example being ‘Geomgo Nureuda’. As a result, the basic color words in Korean were ‘Geomda, Haida>Huida, Beurgda>Burgda, Peureuda>Puruda, Nureuda’. The expression and the meaning of the color words are as follows. First, the expression of the primary color words for black was ‘Geomda/Gamda, Geomeohada, Geomeoseureohada/Geomeuseureohada, Geomeomuturumhada, Geomjeong’. The meanings [SANCTITY], [INTREPIDNESS], [BADNESS], [FIERCENESS] were extended by the metaphor. In contrast, the meanings [UNHEALTHINESS], [HEALTHINESS], [GOVERNMENT OFFICIAL], [DIRT], [YOUTHFULNESS] were extended by the metonymy. Secondly, the expression of the primary color words for white was ‘Haida>Huida, Hayahada/Heoyeohada, Huiopseureohada/Huieupseureohada/Huiuseureohada, Huijocheurhada’. The meanings [SANCTITY], [UNLUCKINESS] were extended by the metaphor, and the meanings [UNHEALTHINESS], [HEALTHINESS], [SHARPNESS], [AGEDNESS], [BEAUTY], [MOURNING] were extended by the metonymy. Thirdly, the expression of the primary color words for red was ‘Beurgda>Burgda, Bulgeohada/Beolgeohada, Burgeuseureohada, Bulgeuseureumhada, Beurghida/Burghida, Beorgeong’. The extended meaning through the metaphor was [SINCERENESS], [OMINOUSNESS], [EVILNESS], [LUXURY], and the one through the metonymy was [UNHEALTHINESS], [HEALTHINESS], [SHAME], [ANGRINESS], [SELF-INTERESTEDNESS], [BEAUTY], [PATBAP]. Next, the expression of the primary color words for blue was ‘Peureuda>Pureuda, Peureohada/Parahada/Peoreohada, Pureuseureohada, Peoreong’. The extended meaning through the metaphor was [FRUGALNESS], [HIGH GOVERNMENT OFFICIAL], [BEAUTIFULNESS], [NORMALNESS], [SANCTITY], and the one through the metonymy was [UNHEALTHINESS], [A LOW SOCIAL POSITION]. Finally, the expression of the primary color words was ‘Nureuda/Norada, Nureohada/Norahada, Nuruseureohada/Nuraseureomhada, Norang’. The extended meaning through the metaphor was [SANCTITY], [FIERCENESS], [EVILNESS], and the one through the metonymy was [UNHEALTHINESS], [HEALTHINESS], [FRUGALNESS]. The mentioned extended meanings can be observed as the linguistic metaphor and metonymy derived from higher conceptual metaphor and metonymy. The higher conceptual metaphor is [POSITIVE IS X(COLOR WORD)], [NEGATIVE IS X(COLOR WORD)] whereas the higher conceptual metonymy is [EFFECT FOR CAUSE], [PART OF A THING FOR THE WHOLE THING], [PROPERTY FOR CATEGORY]. The composition of the mixed color words was ‘achromatic+chromatic, chromatic+chromatic, chromatic+achromatic’, and the expression of the mixed color words was ‘Geombeurgda/Geomburgda/Gambargda, Geompeureuda/Geompeurada/Gamparada, Geomnureuda’, and ‘Balgaparahada, Parabalgahada, Peureonureohada’, and ‘Nureogeomeohada’. The ‘achromatic+chromatic’ color words were formed by the Asyntactic Compounding and the rest was by the Syntactic Compounding. The extended meaning through the metaphor was [NORMALNESS], [FINENESS], and the one through the metonymy was [UNHEALTHINESS], [HEALTHINESS]. The extended meaning of the complex constitution color words through the metaphor was [OMINOUSNESS], [UNLUCKINESS], [INNOCENCE], [SANCTITY], [FIERCENESS], [INTREPIDNESS] whereas the one through the metonymy was [UNHEALTHINESS], [HEALTHINESS], [ANGRINESS], [DEATH], [SHAME]. The metaphorical meaning of the mixed color words and the complex constitution color words was a subtype of [POSITIVE IS X(COLOR WORD)], [NEGATIVE IS X(COLOR WORD)] and the metonymical meaning of those was a subtype of [EFFECT FOR CAUSE]. In summary, first, the color word in Korean extended either the positive meaning or the negative meaning through the metaphor. The meaning of the color word extended ‘Physical state expression’, ‘Psychological state expression’, and ‘Object instruction expression’, ‘Object state representation’ through the metonymy. Secondly, the metonymy is the main mechanism of the extension of the color word in Korean. Thirdly, the most of the extended meaning is ‘Physical state expression’. Fourthly, the higher the degree of semantic entrenched, the more the meaning extended based on the diverse expression and grammatical form. Fifthly, the main grammatical form was a modifier form(V-ETM) whereas the extended meaning [UNHEALTHINESS] was extended based on a conjunctive form(VC). Finally, the color words for white and blue are expanding to positive meaning in contrast the ones for black and red are extending to negative meaning.

한·중 후각형용사 대조 연구

허페이링 부경대학교 대학원 2016 국내석사

这世界上的各种气味,由于文化差异的不同对于气味的认识也是不同的。并且根据性格、年龄、心理状态等等的不同对于气味的认知和反应也有好有坏。所以说“气味是客观事物的主观表现”。本论文主要对现代韩语中的7种基本嗅觉词 ‘향기롭다, 고소하다, 구수하다, 노리다. 구리다, 비리다, 지리다’ 和现代汉语中的6种基本嗅觉词 ‘香,臭,腥,膻,臊,馊’ 进行对照分析,从而找出两国嗅觉词的共同点和差异点,帮助正在学习韩语的中国学生和学习汉语的韩国学生准确的理解和使用两国这些嗅觉词。 在第一章中,提出了本论文的研究目的和方法。并且对先行研究和汉语的特征进行了分析。 在第二、三章中,对韩中两国嗅觉形容词的类型进行了分析和对照。韩语嗅觉形容词的类型相对比较复杂,这是跟语言系统密不可分的,也是为什么会出现不一样类型嗅觉词的最重要的原因所在。韩语是交替语,根据母音子音交替现象的不同出现很多派生词。而汉语是孤立语,内部结构没有产生变化。经过分析对照,在韩语中表示香味不好闻的嗅觉词远远比表示香味好闻的嗅觉词多得多。而在汉语里这两者的数量实际上是差不多的,并且在汉语中香和臭互为反义词,而韩语则不然。例如,在韩语中表示香的“고소하다, 구수하다“和表示臭的“노리다”就不互为反义词。而在汉语中香的含义比较广泛,植物和食物好闻都可以称之为“香”,而韩语却分得很细。植物花卉的香是“향기롭다”,炒芝麻、香油的“香”用“구수하다”来表达,而大酱汤散发出来的香味则用“고소하다”来表达。正因如此,刚开始学习韩语的中国学生在这方面的学得上是困难的,因为无法准确的去理解它们的区别在哪儿。 在第四章中,对韩中两国基本嗅觉形容词的基本语义和扩张语义进行了对照分析。在基本语义方面,没有太大的差别。但是汉语里的“香”和韩语里的“향기롭다' 和 ‘고소하다/구수하다” 则呈现出多对一的对等关系。在扩张语义方面,不是所有的嗅觉词都出现语义扩张,并且最大的差异点是两国嗅觉形容词呈现出不同的扩张语义。通过例文的展示,准确的把握两者之间的相同点和不同点,这对于理解和学习两国语言的学生来说是有很大的帮助的。 在第五章中,对韩中两国基本嗅觉形容词的习惯用语表现进行了对照分析。相对汉语来说,韩语中嗅觉形容词的习惯用语表现相对少些。其中韩语“구린 입 지린 입”和汉语中的‘臭嘴';韩语“비린내(가) 나다”和汉语“乳臭未干”,在习惯用语表现上面有相似的特点。 第六章是从第一章到第五章的最后整理以及结论部分。 이 논문에서는 현대 한국어 일곱 가지 기본 후각어 ‘향기롭다, 고소하다, 구수하다, 노리다. 구리다, 비리다, 지리다’와 중국어의 여섯 가지 기본 후각어 ‘香,臭,腥,膻,臊,馊’를 대조함으로써 양국 후각어의 정확한 이해와 쓰임에 있어서 공통점과 차이점을 살펴보고 실제 상황에서 어떻게 쓰이고 있는 지를 대조를 하였다. 이를 통하여 중국인 한국어 학습자들이 한국어 후각을 표현하는데 정확하게 이해하고 사용하는 데에 도움을 주고자 한다. 본 논문은 다음과 같이 구성된다. 제 1장에서는 연구목적 및 방법, 선행연구, 대조언어학의 바탕 및 중국어의 특징에 대해 살펴보았다. 제 2장에서는 한국어와 중국어의 후각 형용사의 유형을 대조를 하였다. 한국어 후각 형용사의 내부구조는 비교적 복잡하며 중국어는 형태 변화가 적다는 것이 특징이다. 양국의 후각 형용사의 내부구조 다르게 나오는 원인은 양 언어 계통이 다르기 때문에 이들의 본질적 특성이 다른 것이다. 제 3장에서는 한국어와 중국어의 후각 형용사의 형태를 대조하였다. 한국어 나쁜 냄새에 비해 좋은 냄새의 후각 형용사가 더 많이 존재하였다. 그에 반해 중국어 의 경우에는 좋은 냄새와 나쁜 냄새의 후각 형용사의 수량이 비슷하였다. 제 4장에서는 한국어와 중국어의 후각 형용사의 기본 의미와 확장 의미를 대조를 하였다. 한국어와 중국어의 후각 형용사의 기본 의미는 기본적으로 다르지 않다. ‘香'와 ‘향기롭다'와 ‘고소하다/구수하다'는 다대일의 대응관계를 보였다. 확장 의미인 경우 다양한 후각 형용사가 모두 확장의미를 가지는 것은 아니다. 한국어 후각 형용사에 나타나는 확장의미가 중국어에는 나타나지 않은 경우도 있고 그 반대의 경우도 있다. 제 5장에서는 한국어와 중국어의 후각 형용사의 관용표현을 제시하였다. 한국어에서는 후각 형용사를 들어간 관용표현을 수량이 비교적으로 적는 편이다. 중국어에서는 후각 형용사를 들어간 관용표현을 살펴보면 한국어보다 수량이 더 많았다. 그 중에서 한국어 관용표현 ‘구린 입 지린 입'과 중국어 관용표현 ‘臭嘴'는 대조가 되며 한국어 관용표현 ‘비린내(가) 나다'와 중국어 관용표현 '乳臭未干'은 대조가 된다. 제 6장에서는 1장부터 5장까지 논의한 내용을 정리하여 결론을 제시하였다. Olfactory substances are detected by ciliary cell which consists of olfactory epithelium, these substances excite the sense of smell and enter to nasal cavity in the gaseous state. The molecular size of the particles of the substances melted by mucilage secretion olfactory epithelium and stimulate olfactory cells, therefore we recognize the smell. All the smell of the earth are recognized differently depending on a cultural area, the food they eat. South Korea and China have a different food culture. Even the same smell can cause different responses by age, gender and psychological state. The field of the smell requires attention from other to study such as neurology, chemistry and need a multidisciplinary approach. There are not many olfactory language studies, especially compare to other sense studies. And compare to other comparative studies of sensitive language, it is really hard to find the Korean-Chinese olfactory adjectives study. The two countries classified differently olfactory language and the number of vocabularies is different. Korean is an agglutinative language, it has diachronic changes. Therefore, it is difficult to analyze the form and meaning of the morpheme. But Chinese is an isolating language and has less diachronic changes, so it has clear boundary between the morphemes. Therefore, Korean has a variety of olfactory language, but Chinese doesn’t have it as much as Korean. For example, the olfactory language of Chinese '香' has comprehensive meaning. In Korean it means '향기롭다', '구수하다', '고소하다'. In other words, Korean '향기롭다', '구수하다', '고소하다' and Chinese '香' have the many-to-one corresponding relation. When Chinese learn '구수하다', '고소하다' , it must be really difficult to learn. So, Contrast Analysis between Korean and Chinese olfactory language will be an interesting study. People who learn a foreign language, they are already familiar with their native language. All languages have their intrinsic language structures, the same meaning can become a variety of expressions in different languages. Some expressions of native language don’t have any corresponding expressions in foreign language. In this case it is much difficult to learn than if the foreign language has the same or similar expressions. The The more the mother tongue and a foreign language are different, the more difficult to learn a foreign language. Most of the foreign language learners tend to understand a foreign language to evoke the phenomenon in their native language. Unconsciously the mother tongue interfere a foreign language. Contrast study between Korean and Chinese can help the Chinese native learners who study Korean language, also can help the Korean native learners who study Chinese. I would like to help the Chinese native learner on how to understand and use Korean olfactory language. And delineate some Korean and Chinese olfactory language. This study aims to delineate the semantic similarities and differences of the Contemporary Korean and Chinese olfactory adjectives based on the lexical semantics. The object of study include the seven kind of basic olfactory adjectives ‘향기롭다, 고소하다, 구수하다, 노리다, 구리다, 비리다, 지리다’ and the six of the basic olfactory adjectives ‘香,臭,腥,膻,臊,馊’. I analyzed the olfactory adjectives types and forms of Korean and Chinese, and also find out their similarities and differences. Furthermore, I delineated primary meaning and meaning extension, idiom of Korean and Chinese olfactory adjectives. The meaning and usage of each olfactory language refers to the Standard Korean Dictionary of National Institute of Korean Language, Chinese refers to Modern Chinese Dictionary. Examples are sentences from each county’s dictionary and literature.

‘나다’와 ‘내다’류 동사의 한국어 어휘 교수 방안

하성희 부경대학교 교육대학원 2012 국내석사

The purpose of this paper is to study the teaching methods of 'Nada' and 'Naeda' verbs for Korean Language Learners after analyzing the functions and meanings 'Nada' and 'Naeda’ verbs. For this, there are four steps. First is a study on the distribution of 'Nada' and 'Naeda' verb at different layers. 'Nada' and 'Naeda' verbs are expanding their basic meanings and usages by changing the patterns. This paper examines 'Nada' and 'Naeda' verbs through morphological consideration, semantical attribute and syntactical characteristics. From the morphological and syntactical point of view, it can be roughly divided into three types. One is a basic form, an intransitive verb 'Nada' and a transitive verb 'Naeda' viewed as a morphological aspect. Another is a expanded form, wholly recognized as a compound such as ‘타고나다, 태어나다, 뛰어나다, 밀어내다'. In this case, 'Nada' and 'Naeda' are auxiliary verbs viewed as a syntactical aspect. The other is also an expanded form, an adjective added a suffix 'Nada' such as ‘맛나다, 못나다'. The verb 'Nada', which originally means 'to go out from a certain place, to become, to grow etc.' brings change in meaning when used as an auxiliary verb or a supplementary one. In the former case, it means the state of completion of an action or a behavior, while in the latter one it means to let something make progress. Furthermore we can see the attributes of 'Nada' and 'Naeda' verbs through a semantic and sentence structual difference. As a second step, 'Nada' and 'Naeda' verb collocation list will be sorted into three levels after analyzing five kinds of collocation tools. 'Nada' verb has its subject like '화가 나다‘. 'Naeda' verb has its object like '화를 내다’. In this paper ‘화가 나다’ and '화를 내다‘ kind of lexical structure will be called as a collocation. That's because here 'Nada' and 'Naeda' verb spontaneously goes with subject or object in front of them. This chapter will be able to confirm Korean learners how many 'Nada' and 'Naeda' verb collocations there are in Korean. The third step is about error analysis of 'Nada' and 'Naeda' verb collocations and the attributes of 'Nada' verb. The Korean learners from different countries frequently show collocation error because of the interruption of their mother tongue. If they know types and causes of 'Nada' verb collocations through error analysis, they will be able to a lot reduce their error. Furthermore, they can speak Korean exactly and fluently. To give them an effective collocation instruction method based on it, we need to understand the attributes 'Nada' verb and previous noun. Finally, it is suggested that practical teaching methods of 'Nada' and 'Naeda' lexical collocations. They are classified according to the verb centered collocations. And it will be some help to teach lexical collocations in Korean language teaching. It is essential to learn vocabulary in learning foreign language. Knowing words in language learning involves the form, the meaning and the usage of them. Among the words, especially 'Nada' and 'Naeda' verbs are productive lexes. A collocation is a pair or a group of some specific words which are conventionally combined in an aspect of usage. Therefore it is recommended to take note of collocations in language learning. Through an instruction of 'Nada' and 'Naeda' collocations, Korean learners can learn how to express their thought effectively using 'Nada' and 'Naeda' verbs in their memory. In this aspect, 'Nada' and 'Naeda' verb collocations should be taught explicitly and systematically in teaching Korean language. That is teachers should call language learners' attention to 'Nada' and 'Naeda' verb collocations and work to help them learn, retain and use collocations in their communications naturally.

터키인 학습자를 위한 한국어 온도형용사 교육 방안 연구

김소영 부경대학교 2021 국내석사

일상생활에서 많이 사용되는 한국어 온도형용사는 터키어에 비해 어휘가 다양하고 의미와 사용 양상이 더 세분화 되어 있다. 그래서 터키인 학습자들은 온도형용사를 습득할 때 여러 가지 어려움을 겪을 뿐만 아니라 일상생활에서 온도형용사를 이해하지 못하거나 적절하게 사용하지 못하는 경우가 일어난다. 하지만 현재까지 한국어와 터키어 온도형용사를 대조하는 연구나 터키인 학습자를 위한 한국어 온도형용사 교육 방안에 대한 연구도 진행되지 않았다. 따라서 본 연구는 한국어와 터키어의 온도형용사를 대조 분석하고 그에 따른 터키인 학습자를 위한 효과적인 교육 방안을 모색하는데 목적을 두고 있다. 2장에서는 한국어 어휘 교육의 중요성을 논하고 어휘 교육의 방법론과 제시 방법에 대해 알아보았다. 또한 선행 연구를 바탕으로 온도형용사의 개념과 분류 기준을 살펴보았다. 온도형용사의 체계적인 의미 분석을 위해 정재윤(1991)의 온도형용사 분류 기준을 기반으로 온도형용사를 냉각형용사와 온각형용사로 나누고 온도의 감각 부위에 따라 기후 온도형용사와 물체 온도형용사로 분류하였다. 그에 따라 연구 대상으로 선정된 한국어 온도형용사를 체계표로 정리하였다. 3장에서는 한국어와 터키어의 온도형용사를 기본 의미와 확장 의미로 분류하여 대조 분석하였다. 먼저 사전적 의미를 중심으로 한·터 온도형용사의 기본 의미를 대조하였다. 그리고 확장 의미를 공감각적인 의미 전이와 추상적인 의미 전이로 나누어 여러 가지 예문을 통해 한·터 온도형용사의 의미 간에 공통점과 차이점을 고찰하였다. 4장에서는 터키인 학습자를 위한 한국어 수업에서 사용되는 『연세 한국어』, 『서울대 한국어』교재, 『세종한국어』교재, 그리고 터키인 학습자를 위한 한국어 교재인 『Korece』 와 『Türkler için Korece』를 분석하였다. 이 장에서는 5개의 한국어 교재에서 나타난 온도형용사 목록, 의미 유형, 그리고 제시 방법을 살펴보고 문제점을 밝혔다. 5장에서는 터키인 학습자를 위한 한국어 온도형용사 교육 방안을 제시하였다. 선행 연구의 어휘 교육 원리를 바탕으로 터키인 학습자를 위한 온도형용사 교육 원리를 살펴보았다. 그리고 학습 단계별에 따른 한국어 교육용 온도형용사 목록을 선정하고 그에 따른 교육 방안을 마련하였다. 본 연구는 터키인 학습자를 위한 온도형용사 교육 방안을 모색하고자 양 언어의 온도형용사의 의미 대조 분석, 한국어 교재에서 나타나는 온도형용사의 분포 현황 및 교육 문제점, 그리고 한국어 온도형용사의 교육 원리와 제시 방법에 기반을 두어 실용적인 교육 방안을 제시하고 논하였다는 점에서 의의가 있다고 생각하는 바이다. 앞으로 본 연구를 통해 터키인 학습자가 한국어 온도형용사의 의미와 용법을 학습하고 이해하는 데 도움이 될 것을 기대한다. 또한 터키인 학습자를 위한 실제 수업에서 교사가 온도형용사를 효과적으로 잘 가르치는 데 도움이 되길 기대해 본다. Temperature adjectives in Korean language, which are often used in daily life, have more diverse vocabularies and are more segmented in terms of their meanings and usage aspects compared to Turkish language. Hence, learners from Turkey not just suffer from a variety of difficulties in learning the temperature adjectives, but sometimes experience cases not to understand or use them properly in daliy life. However, any study for contrasting the temperature adjectives between Korean and Turkish languages or even a study on a teaching method of temperature adjectives in Korean language for learners from Turkey, has not been conducted to date. Therefore, this study aims to conduct a contrastive analysis of the temperature adjectives in Korean and Turkish languages and to find an effective teaching method for the learners from Turkey accordingly. Chapter 2 discusses the importance of lexical education in Korean language and investigates a methodology for the lexical education and a method to present it. In addition, concept and classification criteria for the temperature adjectives were examined based on pilot studies on this. To analyze the meanings of the temperature adjectives systematically, they were divided into adjectives for the sense of colling and those for the sense of warmth on the basis of the classification criteria for the temperature adjectives (Jae Yoon Jung, 1991) and classified into temperature adjectives for climate and those for object depending on the sensory area of temperature. The temperature adjectives in Korean language which had been selected as the subjects of the study accordingly were arranged in a content system table. Chapter 3 conducted a contrastive analysis by classifying the temperature adjectives in Korean and Turkish languages into basic and extended meanings. First, the basic meaning of the temperature adjectives in Korean and Turkish languages was contrasted based on their lexical meaning. Common points and differences between the meanings of the temperature adjectives in Korean and Turkish languages were contemplated through a variety of sample sentences by dividing the extended meaning into synaesthetic semantic change and abstract semantic change. Chapter 4 analyzed not only the teaching materials of Yonsei Korean, Student’s Book by SNU, and Sejong Korean, which are used for the learners from Turkey in the Korean language courses, but Korece and Türkler için Korece, which are ones for them. In this chapter, lists of the temperature adjectives, meaning types, and presentation methods in the aforementioned five teaching materials were examined, and their problems were identified. Chapter 5 presented a teaching method of the temperature adjectives in Korean language for the learners from Turkey. An educational principle of the temperature adjectives for the learners from Turkey was examined based on the vocabulary teaching principles in the pilot studies. Moreover, a list of the the temperature adjectives for teaching Korean according to each learning stage was selected, and its teaching method was provided. The author thinks this study is meaningful in that it presented and discussed a practical teaching method on the basis of the contrastive analysis of the temperature adjectives’ meaning in both languages, their distribution status in the Korean teaching materials and problems in education, and the educational principles of the temperature adjectives and the presentation methods in order to find a teaching method for the learners from Turkey. The author expects that this study will help them to learn and understand the meaning of the temperature adjectives in Korean language and teachers to effectively teach them on the adjectives in actual classes as well.

학문 목적 한국어 학습자의 말하기 평가 도구 개발 연구

권순용 부경대학교 교육대학원 2015 국내석사

A STUDY ON DEVELOPING EVALUATIVE TOOL OF KOREAN SPEAKING PROFICIENCY FOR KOREAN LANGUAGE LEARNERS FOR ACADEMIC PURPOSES. SOON-YONG KWON Department of Teaching Korean as a Foreign Language The Graduate School of Education Pukyong National University Abstract The purpose of this study is to suggest the effective speaking assessment method for the learners studying Korean for academic purposes. Recently, an increasing number of foreign students who want to learn the Korean language are applying for universities or higher education courses in Korea. In order to enter university, they must take the TOPIK (Test of Proficiency In Korean) and get designated grade as a condition for entrance. However, all Korean language proficiency tests now only measure general ability of candidates and do not consider their learning levels and purposes. In addition, the tests of Korean speaking skills are not implemented while other abilities (such as listening, reading and writing) are contained and assessed in the tests. The speaking needs special teaching method for catching the specific contexts, so it is required different assessment method compared to other language skills. Therefore, this study suggests the effective speaking assessment method for Korean learners for academic purposes. First of all, in chapter 1, it is described that there is a shortfall in assessment tool of Korean speaking. As the increase of learners, this paper proposes the necessity of evaluation tool on korean language proficiency for learning purposes. This tool has to be different from the general ability one. The method of study is presented, and the right directions and implications are also suggested by the research of speaking evaluation and the Korean language for academic purposes. In chapter 2, this study organizes the feature on Korean speaking for the development of speaking assessment. First, the concept of speaking assessment is described. It is examined that the general purpose of speaking Korean and speaking assessment for academic purposes should be evaluated to see the learners' speaking skills through some themes and features. In addition, this study sets up the evaluation category for Korean speaking tests' assessment and it is reflected to 'the actual appraisal of Korean speaking' that will be presented in chapter 4. In chapter 3, The principles and types of speaking assessment are organized to develop evaluation tool of Korean speaking capability. Also the rate scale of various speaking evaluation is investigated. Besides, construct and measure of academic purposes' speaking assessment are arranged. In chapter 4, this study designs speaking assessment tool and speaking evaluation tool for academic purposes. Accordingly, the composition principle of evaluation tool, rating category of speaking, subject, function, etc. are given and an example of evaluation questions included these items is suggested. In chapter 5, this study presents the conclusion by organizing the contents, and suggests the significance, limitations and future challenges. *Key words: Korean for academic purpose, Korean language proficiency tests, speaking capability, speaking assessment, speaking evaluation tool

대중 매체를 이용한 호칭어·지칭어 교육 방법 연구

김규원 부경대학교 교육대학원 2002 국내석사

근대 시기 국어 품사 체계 형성 연구

주현희 부경대학교 대학원 2019 국내박사

The purpose of this study is to examine the influence of Japanese grammar on the formation of the Korean grammar system. In order to do this, it is necessary to examine how Korean grammar began and developed in modern times. Therefore, we first summarize the Korean grammar system, especially the formation of part of speech system, by the Korean grammarists, and examine the influence of foreign grammar theory, especially Japanese grammar theory, Relationship. First, the time range of the study was from 1868 to 1945. Second, the contents of the research will be dealt with the formation of a part speech system. In the modern period, the recognition of the word as the minimum unit of the word system, the voice, the independence and the separativeness were sprouted and the study of the grammar was in progress. Therefore, I think that it is possible to clarify the formation process of Korean grammar and the influence relation between Korea and Japan by examining the grammar book focusing on the part-time research which was active in the modern period. Respectively. Third, the research subjects were Korean grammar books published by Westerners, Japanese and Koreans published from 1868 to 1945, and Japanese grammar books published by Japanese. In the previous research, we tried to limit the research subjects to the grammatical sentences that mention the relationship between Korea and Japan. First, the system of Western and Japanese grammar was introduced to the searcher, and it was applied to Korean forcibly, and the part speech was set. The grammar of nouns and pronouns introduced in English grammar, the set of numbers, the relative pronouns, the prepositions, the articles, etc. are set according to the characteristics of the Korean language, (postposition), and the setting of the investigation in the cognition and the comparative setting of the adjective were influenced by the system of foreign parts of speech. However, considering the characteristics behind the cognition, introducing the preposition as a 'postposition' can be seen as a part of speech setting that reflects the influence of Japanese grammar and the characteristics of Korean, and the introduction of honorific in personal pronouns also reflects Korean language culture and customs It is not in English law. Next, awareness of the Korean grammar system gradually began to be rooted in the awareness period. In addition to the grammatical system of the Japanese grammar, which was applied in the previous period, it is possible to set the terminology of Ju si- Kyung's words in Korean, and to set the pre-noun as an independent part of speech, The Korean movement of the part of speech system, such as setting it as "Korean", was a little bit happening. However, the concept of relational pronoun, article, and pronoun is not clear, so it is set up as decentralized adjectives, numerical adverbs, and nouns, and only the nouns and pronouns are set according to the Japanese part In addition, he showed that he could not escape the influence of foreign part time systems such as the use of vernacular, poetry, image, and setting of language on the basis of a collection of vowels in Japanese grammar. In the generator, the first a numeral was set up in 1917, and in 1926, auxiliary verb, who introduced Japanese auxiliary verb, was set up. In addition, in Lee Ewan-Eung (1926), he settled into a single independent part of speech. In addition, Otsuki adopted the subordinate clause and set it as a quasi clause in accordance with Korean characteristics. It was succeeded to Park Seung-bin (1935). As a result of these efforts of the grammaticalists, it gradually escaped the influence of the foreign grammar system. However, there were some descriptions of the pluralism of the cognition, and there were some phrases such as action nouns, And so on. There are still many parts of speech that have been introduced in Japanese grammar such as vernacular use by vowel arrangement, ending vowel classification by vowel, and setting of vowel. Finally, in the generator, the setting of sex and number introduced in English grammar which does not fit the characteristics of Korean was deleted, and the parts of speech articles such as articles and posters were also included in the sub items of nouns and investigations respectively. In addition, sub categories of adverbs and surveys introduced in Japanese grammar were also set in accordance with the characteristics of Korean. In addition, Park Seung-Bin and Choi Hyun-Bae succeeded Ju si-Kyung 's conventions, and Choi Hyun-Bae (1935) set them as separate parts of speech in the Japanese grammar and English law. As we have seen so far, we have provided new perspectives on Western and Japanese researchers' linguistic studies through the construction of independent grammar research methods based on the linguistic characteristics of Korean. Especially, in the way of introducing the Japanese grammar and writing the Korean grammar, he gradually came to write the grammar according to the grammatical system suited to the characteristics of Korean. In addition, in the introduction of foreign grammar system, the difference was studied more closely through comparison and contrast between Korean and Japanese, Korean and English. Through this study, I can see through the examination of the formation process of the part of speech system.

문화간 의사소통능력을 고려한 한국문화 교수요목 설계 연구

이소연 부경대학교 2017 국내박사

The purpose of this study is to establish a instructional design of Korean Culture considering intercultural communicative competence(ICC, for short) in Korean language education for foreigners. A definition of ICC in KFL(Korean as a foreigner Language) is that it is the learner’s individual abilities to perform appropriately and effectively when interacting or communicating with Korean in various socio-cultural situations of Korean society from oneself. ICC has four dimensions: knowledge, attitudes, skills and awareness like Fantini’s study(2006). ICC gradually develops through these four dimensions’ interaction and never ends developmental levels. At present Korean learning for foreigners focuses on language skills, and intercultural ability needed to perform effectively interaction between native Korean and KFL learners is often overlooked. Teaching culture is needed to develop ICC for learners. For the Korean language learners, learning about Korean culture is key to using correctly the Korean language. It is because that the language is a part of the culture and the cultural factors is reflected in the language. In addition, KFL learner’s ICC influences not only proficiency in his/her Korean but also adjustment to his/her new life in Korea. Therefore, it is needed to pay attention to LC2 learner’s ICC and to design a new syllabus for teaching Korean culture accordingly. For this, this study looked up various definitions of culture, the relationship between language and culture, and today’s situation of KFL firstly. Secondly, examined the KFL learner’s level of ICC and an index of ICC for KFL learners through delphi technique, which total 11 specialists in Korean education participated in this study. Thirdly, this study surveyed KFL learners about what is Korean culture they want to learn in Korean class. Lastly, Korean cultural factors which the KFL learners preferred to learn and ICC index selected using delphi test were integrated. And based on the two results, this study suggested a new instructional design for development ICC for KFL learners. The results of this study is as follows. First, 11 specialists who participated delphi test agreed that Attitude is the most important thing of four dimension. Next, KFL learners would like to prefer Korean traditional culture to modern culture and have interested in Korea society and Korean arts and literatures as well. In particularly, when integrating preferred Korean cultural factors into ICC index, it was demonstrated that both the specialists in KFL education and KFL learners preferred to learn modern Koreans’ life, Korean Society commonly. And Korean art and literature was for the learners, Korean characteristics was for the specialists. Thus, an instructional design for beginning, intermediate and advance level in Korean education based on four Korean cultural factors: Koreans’ life, Korean Society Korean art and literature Korean characteristics was established. Korean cultural factors of each levels help to develop KFL learners’ ICC. Now the KFL learners are increasing consistently, ICC is essential for the learners’ Korean proficiency and their successful Korean life. Therefore, various study on ICC will be attempted in KFL education.

다문화교육 도구로서의 고등학교 국어 교과서 제재 선정 방안 모색

차윤희 부경대학교 교육대학원 2012 국내석사

최근 저출산, 고령화로 인한 노동 인구의 부족 문제, 남녀 성비의 불균형과 농촌인구의 급격한 도시 유입으로 인한 농촌 총각 문제 등의 한국 사회의 구조적 문제가 지구화의 문제와 더해져 이주노동자와 국제결혼 이주여성으로 대표되는 새로운 소수자가 대량으로 유입되면서 다문화주의가 한국 사회의 시급한 현실로 대두되게 되었다. 지금까지의 다문화교육은 이주민들이 이주해 온 나라에 정착할 수 있도록 한국의 언어와 문화를 익히는데 주안점을 두었으나 한국인들도 그들의 문화를 이해하려는 노력이 필요하다. 한국인과 이주민 모두를 대상으로 하는 다문화교육의 근본적이며 핵심적인 방안으로 학교 교육이 이루어져야 한다는 배경에서 본 연구가 진행되었다. 본 연구에서는 다문화주의와 다문화교육의 개념, 다문화교육의 목표와 내용을 이론적 배경으로 살펴보았다. 또 제도권 교육 안으로 들어온 다문화가정 학생들의 현황을 파악하여 특징을 알아보고, 학교 교육과정에서 다문화교육이 수용되고 확대되는 과정을 연구하였다, 이를 반영한 2007 개정 교육과정의 교과서로 고등학교 1학년의 국어 교과서를 다문화적 관점에서 검토하기 위해 국어 교과서 16종 32권에 다문화 제재가 어떤 다문화교육 내용 요소를 담아 활동하고 있는지 분석하고, 문화적 다양성을 보여주는데 중요한 역할을 하는 외국 작품의 문화적 배경을 살펴보고 경향을 파악하여 다문화교육의 제재로 사용할 수 있는 고등학교 국어 과목 교과서의 개발을 위한 제안점을 제시하였다.