핵심어 기법을 활용한 한국어 어휘학습 효과검증 연구 : 영어권 초급 학습자를 중심으로

김효경 한국외국어대학교 KFL대학원 2024 국내석사

Even though communication can be possible without grammar, it becomes impossible without vocabulary. Acquiring a rich vocabulary is crucial for successful language learning and fluent communication. Lack of vocabulary becomes a significant issue in language learning. The ultimate goal for learners attempting to learn a foreign language is to communicate effectively. Vocabulary acquisition, therefore, becomes an essential process for achieving this goal. However, while vocabulary is recognized as a fundamental element for successful language learning, acquiring and retaining a large vocabulary is not easy as expected. This difficulty stems from the limitations of human memory. Generally, efficiently memorizing a significant amount of vocabulary within a short period is challenging for foreign language learners, adding to their learning burden. To alleviate this burden of memorization, various mnemonic techniques have been traditionally researched, among which the 'Keyword Method' has been proven effective in vocabulary learning through numerous studies. The Keyword Method involves linking the target word in the learning language with a 'keyword' in the native language, forming a mental 'image' that interacts between the keyword and the native language word to learn the meaning of the target word. Here, the 'keyword' refers to a native language word that shares some similarity in pronunciation with the target word, and the 'image' refers to the learners creating a mental image of the material to be easily stored in long-term memory. In Korea, the Keyword Method has gained significant attention in the field of English education, and there is widespread availability of vocabulary lists and lectures utilizing this technique. However, research in the field of Korean language education regarding this method is not well-established, and there is a lack of studies validating its effectiveness. Therefore, due to the scarcity of samples, it is challenging to prove the effectiveness of the Keyword Method in Korean vocabulary retention. Consequently, this study aims to verify if the Keyword Method is effective in Korean vocabulary retention and thereby demonstrate its potential as a new approach in Korean vocabulary education.

한국 영화 광둥어 자막번역의 문화소 번역 전략 연구 : 영화 <1987>을 중심으로

엽청문 한국어외국어대학교 KFL대학원 2023 국내석사

Movies can be seen as an important mediator of spreading modern pop culture. With the development of the era, movies are playing an important role in delivering their own culture to viewers in the countries as a measure of cultural exchange and dissemination. Therefore, not only does movie subtitle translation require accurate delivery of content, but it also requires preserving source text’s cultural elements and not feeling sense of difference in terms of culture and context for target text viewers. In this study, Cantonese subtitles of the Korean film <1987> were used as the subject of study to analyze the translated subtitles from the perspectives of domestication and foreignization strategies. Due to the cultural differences, the process of translating cultural elements is the most difficult part of translation. When the translator used a domesticated translation strategy to increase readability then target text viewers can feel familiar or using foreignized translation strategy to maintain the characteristics of source text’s cultural elements. This study examines how domestication and foreignization translation strategies are applied in Cantonese subtitle translation and analyzes the specific domestication and foreignization strategies. In the future, it is expected to provide reference value for translation related to film subtitles of cultural contents between Korea and Hong Kong and help research on cultural exchanges and translation between Korea and Hong Kong.

한국어 읽기 교육에서의 실제 자료 활용 방안 연구 : 행위중심접근법을 중심으로

이나겸 韓國外國語大學校 KFL大學院 2021 국내석사

Textbooks for advanced learners of Korean as a foreign language compiled by Korean universities today do not deal with proper information. It does not reflect the language and culture used in real life, and since it is mostly produced for educational purposes, if learning is done only with currently available textbooks, the learner will experience an embarrassing experience in real conversations with Koreans or in daily life in Korea. The gap between Korean in education and Korean in everyday life remains an unresolved problem. Therefore, in this study, in order to apply a teaching method called an action-oriented approach to the field of Korean language education , this study focused on the use of 'authentic document',which has a positive effect on the educational effect in Korean reading education, and analyzed it. In addition, by focusing on reading tests that have not received much attention in the past, it was attempted to present educational methods and tasks suitable for reading tasks. The action-oriented approach is a method in which the use of 'authentic document' is recommended based on the principle of learn the language while in action. Here, 'action' means not only performing an action by moving the body. but refers also to cognitive processes such as understanding and knowledge building. It encompasses activities, nonverbal acts, and cultural acts. Authentic material refers to material that is realistic and regers to materials that are written for native speakers. The reason why the behavioral approach and 'authentic document' should be used in Korean reading education is to overcome the awkwardness of the produced materials that are rarely used in everyday life and ti limit texts that are less useful and to provide learning information in order to learn Korean naturally as a language that is actually used. In this study, intermediate and advanced level learners were selected as research subjects to solve research problems, and the concept of 'task' was analyzed with reference to the results of previous research to reveal the limitation of actual test materials in task assignment. In the action-oriented goals. It should allow to generate the use of language in actual communication scenes, and should match the learner's level of familiarity with the language. In addition, skills related to at least two languages should be included. Therefore, it can be seen that the goal of the task in this approach ins to acquire and develop the communication skills necessary to achieve the meaningful th the learner goal action. Based on this, project selection should be made in the following procedure. First, the instructor agrees and sets the final action goal desired by the learner through the learner needs survey. After the final action goal is set, the upper task to be performed by the learner is determined, which leads to the selection of the lower task. The selection of assignments at each stage should not to be done by the instructor alone but should be appropriately mediated and coordinated with the needs and opinions of the learners, In the utilization of authentic materials for the action-oriented approach, the following methods can be applied. The first method is to use actual material from a maximalist perspective. In this case, as the main textbook for foreign language education, materials become a great learning tool that integrates all language activities such as grammar and vocabulary, as well as cultural aspects. The second way is to use the same authentic material. It is not to make the difficulty of class materials different, depending on the level of the learners, but to use the same actual materials for all learners. The third method is to classify the tasks or activities to be performed even if the actual data itself is not classified according to the learner's level. The fourth method is the presentation of performance goals. in which the goal of the task is set in detail so that learners can individually choose a goal they can achieve. So far, we have looked at task selection and actual data utilization strategies in the action-oriented approach. In this paper, the authentic documents that can be presented th developed and presented authentic documents centered on the reading task that can be provided to foreign learners so that they can be used in the field. However, although the actual materials were developed and presented. it was not possible to present a specific application plan. Therefore, in future research, a more specific design should be carried out base on the use of actual data, and classes that do not, or studies on utilization methods should be conducted.

한국어 관형사형 전성어미 ‘-(으)ㄹ’과 ‘-는’ 대조 연구 : 일본어권 학습자 오류 분석을 바탕으로

이리에 아키코 한국외국어대학교 KFL대학원 2023 국내석사

The purpose of this study is to find and clearly present the basic meanings of “-(으)ㄹ” and “-는” in non-tense areas that are difficult for international learners, especially Japanese learners, and to guide them to reduce errors. The analysis of Japanese learners' errors in this study revealed that many errors occur in non-tense areas. Although the difference in tense between Korean and Japanese is one of the causes of errors, it was not so much the difficulty in using “-(으)ㄹ” because of the lack of future tense in Japanese, but rather the complexity of the role of “-는” that prevented learners from correctly understanding the meaning of the words “holistic” and “general” in particular, resulting in the errors. This study investigated the “것”, “만큼”, and “때”, which are commonly mistaken by learners in Japan, by examining example sentences in existing studies and textbooks and actual examples used in the Sejong Corpus. The result was that “-(으)ㄹ” has a generic role, as in “먹을 것” and “볼 것”, while “-는” has the role of referring to the object itself, for example, to distinguish between objects. In addition, “-(으)ㄹ” plays the role of presumption and assumption, while “-는” is used in cleft sentences to point to the object and to express the speaker's assertion. The roles of “-(으)ㄹ” and “-는” derived from existing research and this study are organized as follows. The role of “-(으)ㄹ” is, first, to indicate a situation that does not occur, second, to assume a situation that does not occur or to indicate presumption or intention toward a situation that does not occur. Third, it has the role of referring to an object collectively. The role of “-는” is, first, to indicate that an action is in progress and second, to indicate repetitive action. Third, it indicates a normative or immutable fact, fourth, a character or attribute, and fifth, a default fact. And sixth, it distinguishes and points to an object from others. In the case of “-(으)ㄹ”, except for “-(으)ㄹ 때”, it is difficult to translate into “テイル(teiru)”, while “-는” can be translated into both “ル(ru)” and “テイル(teiru)” depending on the context, but is closer to the concept of “テイル(teiru)”. As for “때”, “-(으)ㄹ 때” can be translated to “テイル(teiru)” in that the time represented by “-(으)ㄹ 때” is longer than that of “-는 때”. Such a contrast with the Japanese adnominal forms would be easier for learners to understand if it were implemented in Korean language education. In Korean language education, adnominal endings are a grammar dealt with at the beginner level, but when learners go to the advanced level with unclear understanding, errors become fossilized and even advanced learners use them with confusion. Teaching many roles at the beginner level can be burdensome for learners, but it is important to have opportunities to teach about the roles of “-(으)ㄹ” and “-는” other than their tenses.

한국 박물관 사이트의 한중 자국화 번역 전략 : 국립중앙박물관, 국립경주박물관, 국립광주박물관을 중심으로

송화 韓國外國語大學校 KFL大學院 2021 국내석사

20세기 말과 21세기 가장 큰 변화를 요약하는 단어는 ‘세계화’이다. 사람들의 자유로운 국가 간 이동과, 인터넷의 발달은 서로 다른 국가 간의 교류가 활발해지는 결과로 나타났다. 박물관은 각국의 역사와 문화 그리고 삶을 보여주는 대표적인 장소로서 박물관 자체가 바로 문화라고 할 수 있다. 그래서 박물관은 공공번역과 관광번역이라는 두 가지 층위가 함께 고려되어야 하는 번역 영역이다. 그러면서 문화적인 요소에 대한 번역 역시 함께 고려되어야 한다. 일반적으로 문화에 대한 번역 이론으로 적용되는 것은 자국화와 이국화 전략이 있다. 따라서 박물관은 이렇게 다양한 층위에서 번역 전략이 마련되어야 하는 것이다. 따라서 이러한 관점에서 접근해야 하는 박물관 번역 작업의 경우에는 이러한 요소들을 어떻게 파악하고 활용하는지가 번역가에게 있어서 가장 핵심적이라고 할 수 있다. 문화적 심리적 영역에서의 번역을 통해서 사실에 대해 그것을 소비하는 관광객에게 정확한 사실을 전달해야 한다. 따라서 원문(ST) 중에서 목표어(TT)의 독자들이 쉽게 이해하고 즐길 수 있게 정보를 정확히 선별해서 역어 규범과 문화표준에 부합하는 언어로 의미를 전달하고, 원문과 최대한 비슷한 독자의 효과를 얻을 수 있도록 해야 한다. 이러한 이유로 이번 연구는 한국의 국립중앙박물관과 국립경주박물관, 국립광주박물관 중심으로 공공번역과 관광번역 사례를 분석하였다. 이에 따른 분석 현황을 통해 자국화 이국화에 따른 번역 전략이 어떻게 적용되었는지 파악하고, 이에 따른 번역 전략을 제시하고자 한다. The word summarizing the biggest changes in the late 20th and 21st century is'globalization'. The free movement of people between countries and the development of the Internet were the result of active exchanges between different countries. Translations that can break down language barriers are becoming more and more important as such exchanges between countries. Museums are very important as a window for foreign visitors to know about local history and culture. For better viewing experience of tourists, translation is particularly important. Communication theory is one of Peter Newmark's famous translation theories. The theory of communication pays attention to the response of readers and takes readers as the center, which gives translators enough translation space. From this point of view, the theory of communication is very suitable for the translation of museums with the purpose of disseminating local history and culture centering on the audience. Therefore, under the guidance of this thesis, museum translation is analyzed and summarized. Under this background,this thesis analyzes the strategies of Domesticating translation, through Newmarks "communicative approach", focusing on the three museums of the National Museum of Korea, Gyeongju National Museum, and Gwangju National Museum. China and South Korea share many similarities in history, language and culture. Therefore, the Domesticating translation of Korean history and culture to China can help tourists gain more understanding, which will also help South Korea to promote its tourism to China. It is hoped that the analysis of the domestication translation strategy in this paper can improve the translation quality of Korean-Chinese in the museum, so that more Chinese people can understand the history of Korea and more visitors can visit the museum.

한·중 인식 양태 대조를 통한 한국어 교육 방안 연구 : 한·중 병렬 신문기사를 활용하여

ZHOU KE 韓國外國語大學校 KFL大學院 2020 국내석사

This study is a comparative study of epistemic modality expression in Korean and its corresponding Chinese modal verbs expression by using the parallel corpus of Korean and Chinese news reports, The purpose is to compare Korean epistemic modality expression with its corresponding Chinese modal verbs expression in terms of the strength difference of modal determinacy, and the hierarchical boundary of Korean epistemic modality expression is established. Based on this, an effective educational program about Korean epistemic modality expression is developed. Modality expression is a grammatical item that can reflect the speaker’s subjective attitude. Many grammatical items in Korean textbooks and grammar books are modal expressions. There are many modal expressions in Korean and their meanings and functions are very rich.Therefore, even though many Chinese who study Korean learned these modal expressions, it is difficult to use these modal expressions easily in daily life.In order to enable Chinese learners of Korean to use modal expressions properly, it’s necessary to compare the meaning system of Korean epistemic modality expression with its corresponding Chinese grammatical item. Firstly, this study explores the definition of modality and the view of subordinate categories by Korean and Chinese scholars, and collates the definition of epistemic modality expression by Korean and Chinese scholars and its classification of subordinate categories. Modality can be defined as the psychological attitude of speaker towards the propositional content. The subordinate categories of modality can be divided into epistemic modality, deontic modality and dynamic modality. The epistemic modality is based on the information expressed by the speaker about the proposition and the degree of certainty of the information.According to the degree of certainty, the epistemic modality can be divided into three gradience:certainty, probability and possibility. Secondly, on the basis of referring to the research objects in the existing literature on modal expression, through the prior research of Korean and Chinese scholars and the analysis of the parallel corpus of Korean and Chinese news reports, finally, ‘-겠-, -을 것 같-, -을 것이-, -을 듯하-, -을 수 있-, -을지 모르-’, these six epistemic modality expressions were identified as the research objects. By using parallel corpus, the corresponding Chinese modal verbs expressions of these six epistemic modality expressions were then marked.According to the strength of modality, which is one of the important elements of modality, it was used as the analysis standard of epistemic modality expression in Korean and Chinese.On the basis of the degree of certainty of epistemic modality, the epistemic modality expressions in Korean and Chinese were compared, and the theoretical discussion on the epistemic modality expression of Korean and Chinese was conducted. Through the use case analysis of Korean and Chinese epistemic modality, the degree of certainty of Korean epistemic modality expression was investigated.The types of Korean epistemic modality expressions and their corresponding Chinese modal verbs expressions are very diverse, these modal verbs are classified according to the degree of certainty and can be divided into certainty modal verbs, probability modal verbs and possibility modal verbs. The frequency of Korean epistemic modality expressions and corresponding Chinese modal verbs was marked by graphs. Thirdly, this paper analyzed and arranged the Korean epistemic modality expression ‘-겠-, -을 것 같-, -을 것이-, -을 듯하-, -을 수 있-, -을지 모르-’and the corresponding Chinese modal verbs expression.Then through the use case analysis of news reports, the six epistemic modality expressions were compared with their corresponding Chinese modal verbs expressions.Through the use case analysis of the parallel corpus of Korean and Chinese news reports, the Korean epistemic modality expression ‘-겠-’and ‘-을 것 같-’corresponds certainty judgment, ‘-겠-, -을 것 같-, 을 것이-, -을 듯하-, -을 수 있-, -을지 모르-’ corresponds to probability judgment and possibility judgment.For probability judgment and possibility judgment, ‘-겠-, -을 것 같-, 을 것이-, -을 듯하-, -을 수 있-, -을지 모르-’both can be used. Finally, in the process of comparison of epistemic modality expression in Korean and Chinese, the above-mentioned comparative analysis of the degree of epistemic modality in Korean and Chinese revealed the hierarchical differences in epistemic modality expressions in Korean. A set of effective teaching schemes had been developed for Chinese learners of Korean for the education of epistemic modality expression. According to this study, the teaching order of each level of Korean epistemic modality has been sorted out, and a certain explanation has been made on which epistemic modality is suitable to teach first. When teaching Korean epistemic modality expression, it is suggested to use language contrast method.Through sorting out the Korean epistemic modality expression with certainty, probability and possibility, we can show them in the teaching process.Taking the epistemic modality expression ‘-을 것 같-’ which is often used by Korean as an example, a classroom teaching model of Korean epistemic modality expression is developed and designed. This teaching plan puts forward to make full use of the theory of Korean-Chinese contrast, so that students can use it repeatedly in the aspect of understanding the difference of modality level and make students fully realize the role of modality expression in daily life. This study believes that the content put forward by the comparative study of epistemic modality expression in Korean and Chinese can be used as a basic material for Chinese learners to understand Korean modal expression, which is helpful to the development of Korean epistemic modal education. 本研究是通过利用韩中新闻报道的平行语料库,对韩语的认识情态表达及其对应的汉语情态动词表达进行对照研究,目的是把韩语的认识情态表达及与其对应的汉语情态动词从情态确定性的强度差异方面进行对比,设立出韩语认识情态表达的等级性界限,在此基础上,开发一个有效的关于韩国语的认识情态表达的教育教学方案。 情态表达是一种能够体现说话者主观态度的语法项目,在韩语教材和语法书中的很多语法项目都属于情态表达。韩语情态表达的数量很多,并且体现出来的含义和功能很丰富。所以,很多学习韩语的中国人尽管学习了这些情态表达,也很难自如地在日常生活中使用这些情态表达。为了使学习韩语的中国人能够恰当地使用认识情态表达,很有必要把韩语的认识情态表达意义体系和与其对应的汉语语法项目进行对照。 首先,本研究通过韩中学者对情态的定义和下级范畴的观点进行了探讨,整理了韩中学者对认识情态表达的定义及其下位范畴分类。情态可以定义成说话者对命题内容的心理态度。情态的下位范畴可以分为认识情态,道义情态,动力情态。认识情态是根据说话的人对于命题所表现出来的信息,并对其信息的确定度有多少, 根据这个确定度可以将认识情态分为三个等级: 确定性, 盖然性,可能性。 其次,在参照现有的情态表达文献研究中的研究对象的基础上,通过韩中两国学者的先行研究和韩中新闻报道的平行语料库的分析,最终确定了 ‘-겠-, -을 것 같-, -을 것이-, -을 듯하-, -을 수 있-, -을지 모르-’等六个认识情态表达作为研究对象。利用平行语料库接着把这六个认识情态表达对应的汉语情态动词表达标记出来。根据情态重要的要素之一情态的强度作为韩语和汉语认识情态表达的的分析标准。根据认识情态确定性程度的强弱对照了韩中认识情态表达,进行了韩中认识情态表达相关的理论讨论。通过韩中认识情态的用例分析考察了韩语认识情态表达的确定性程度。韩语认识情态表达及其对应的汉语情态动词表达的类型非常多样, 这些情态动词根据确定性程度分类, 可以分为确定性情态动词, 盖然性情态动词, 可能性情态动词。用图表标识了韩语认识情态表达及其对应的汉语情态动词的频度。 再次,对韩语认识情态表达 ‘–겠-, -을 것 같-, -을 것이-, -을 듯하-, -을 수 있-, -을지 모르-’及其对应的汉语情态动词表达进行了分析整理。接着把这六个认识情态通过在新闻报道的用例分析与其对应的汉语进行了对比研究。通过对韩中新闻报道的平行语料库的用例分析韩语认识情态表现 ‘-겠-’和 ‘-을 것 같-’与必然性判断对应。‘-겠-, -을 것 같-, 을 것이-, -을 듯하-, -을 수 있-, -을지 모르-’和盖然性判断和可能性判断对应。对于盖然性判断和可能性判断的情况是‘-겠-, -을 것 같-, 을 것이-, -을 듯하-, -을 수 있-, -을지 모르-’都可以使用。 最后,在进行韩中认识情态表达对照的过程中,通过上述提及的韩中认识情态的程度对照分析揭示了韩语认识情态表达等级性的差异,为学习韩国语的中国学习者针对认识情态表达的教育开发了一套行之有效的教学方案,根据本研究整理了韩语认识情态各个等级的教学顺序,对于先教授哪个认识情态比较合适也做了一定的说明。在教授韩语认识情态表达的时候建议使用语言对照方法进行教学。通过整理了韩语中具有确定性, 盖然性, 可能性的认识形态表达例句可以在教学过程中进行展示。并以韩国人经常使用的认识情态表现 ‘-을 것 같-’为例,开发设计了韩语认识情态表达的课堂教学模型。该教学方案提出充分利用韩中对照的理论,使学生在对认识情态等级差异的方面进行反复使用练习,借助韩中认识情态表达程度的差异对照学习,使学生充分认识到认识情态表达在日常生活中话语中的作用。本研究认为,通过韩中认识情态表达的对比研究整理后提出的内容能成为中国人学习者们理解韩语认识情态表达的基础资料, 有助于韩语认识情态教育的发展。

독일어권 학습자 대상 교재의 한국어 조사교육 연구 : ‘은/는’ 및 ‘이/가’를 중심으로

이진우 한국외국어대학교 KFL대학원 2023 국내석사

The purpose of this study is to introduce and explain the Korean particle '은/는' and '이/가' to German speaking learners by introducing an information structure. The Korean language particle‘은/는 and ’이/가 are the first contents to be taught to foreign learners who learn Korean for the first time. However, the syntactic approach to the use and usage of the two particles have limitations. Therefore, this study introduces the information structure theory to approach it from a pragmatic aspect, especially introducing information structure. This study compared the difference in linguistic typology between Korean and German. Comparing the word order of Korean and German, the biggest feature of Korean is particle, and the biggest feature of German is article. Comparing the differences between these two languages when communicating the background and focus of the information structure. And consider where‘은/는’and‘이/가’can correspond in German sentence. The textbooks used by German speaking learners to learn Korean were compared and suggested how to supplement them further information structure theory. More Korean textbooks for German speaking learners will be developed in the future. Although many Korean textbooks are being developed, textbooks suitable for each language as well as German are insufficient. In particular, textboos that introduce information structures are needed. Introducing Information structure will contribute more to Korean education as a foreign language. Information structure can explain‘은/는’and ‘이/가’using Topik-Kommentar, Hintergrund and Fokus. The need for Korean textbooks suitable for each parent language will increase. Even in this case, the information structure will be able to explain Korean Particle‘은/는’,‘이/가’without being entangled in language types.

중국어 속담의 한국어 번역 전략 연구 : 『수호전』번역본을 중심으로

왕위영 한국외국어대학교 KFL대학원 2023 국내석사

Proverbs(soktam) is the essence of a culture's language. Under its simplicity lies vivid history, fruitful experience and magnificent wisdom that showcases the cognitive system of a race as well as the culture it represents. This makes proverbs one of the hardest cases of translations. This dissertation investigates the methodology of translating Chinese proverbs into Korean though a mass positivistic survey. Discussion includes descriptive translation theory, dynamic equivalence theory, translation foreignization and domestication theory, in the hope of establishing a new depth in both translation theory and practice. Firstly I set a conceptual definition of proverbs in both languages together with their linguistic features, and found their historic and cultural background. And then, after investigating Chinese novel The Outlaws Of The Marsh and their Korean editions a corpus of 137 proverbs were built. I found in the corpus mainly 4 ways of translation that categorize as literal translation, liberal (explanatory) translation, a mixed translation method as liberal translation and a multi-dimensional translation. Referring to sentences in the corpus, compared the pros and cons of each method. Then established a set of translation principles from three aspects. They are: correctly conveying the metaphorical meaning in the proverbs, correctly conveying the cultural meaning of the proverbs, and correctly conveying the stylistic meaning of the proverbs. Through the process, standard of translating Chinese proverbs into Korean were set.

한∙중 번역 사례로 본 인과관계 표현 번역의 방법과 양상 : 단편소설집『소지』를 중심으로

FANG SIQI 韓國外國語大學校 KFL大學院 2023 국내석사

일상생활에서 사람들은 자신의 주장을 표현하거나 다른 사람을 설득하기 위해 다양한 관련 표현을 사용한다. 그중 인과관계를 나타나는 표현들은 일상 담화에서 흔히 사용되는 중요한 표현이다. 한국어와 중국어 모두 다양한 인과관계를 나타낼 수 있는 표현들이 존재한다. 본 논문에서는 유로(2016)의 이론을 적용하여 공식적인 의미론 연구 방법을 통하여 의미와 외부세계와의 대응관계 시각에서 한국어 인과관계 표현을 분류한 다음에 실제 한∙중 번역 사례 분석을 통하여 각 분류의 한국어 인과관계 표현의 번역 방법 및 양상을 고찰하고자 한다. In everyday life, people will use many expressions of correlation to express their opinions or persuade others. Among them, it is particularly important for the form of causality. Many forms of causality can be found in both Korean and Chinese. Previous studies of causality between Korean and Chinese mainly focused on the field of comparative linguistics. It is a pity that studies based on translation theory are numbered. This paper will use the short story Possession as source text(ST) and Chinese translation as target text(TT). Based on equivalence theory, this study is to analyze the methods and trends of Chinese translation with analysing Korean causality. First of all, the forms of causality is divided into expositive causality, logical causality and psychological causality from the generalized language philosophy by using logical semantics in this paper. Expositive causality includes objective necessity causality, probable causality and occasional causality. Logical causality includes cause-effect causality and effect-cause causality. And psychological causality includes purpose-action causality and action-purpose causality. In order to analyze the specific translation methods and trends of Korean causality, the author will analyze using the most common analysis method of translation, which is word-for-word translation/metaphrase, free translation/paraphrase and deletion/ellipsis.

인지의미론적 관점에서 본 한국어와 스페인어의 색채어 비교연구

위진경 韓國外國語大學校 KFL大學院 2020 국내석사

This thesis is a study on the metaphor and metonymy expressed in color expressions of Korean and Spanish from the cognitive semantic point of view. From the cognitive semantic point of view, a considerable portion of the meaning in color expressions is motivated by the metaphoric knowledge possessed by language users. This thesis attempts to look into several examples of conceptual metaphors and metonymies expressed in modern Korean and Spanish color expressions and reveal their characteristics. In Chapter 2, various theories on the metaphors and metonymies are reviewed. Both concepts are the main topic of cognitive semantic theory, the theoretical background of this thesis. In Chapter 3, the metaphors and metonymies in the color expressions are analyzed. This analysis shows that Korean and Spanish color expressions which obtain meaning based on conceptual metaphors and conceptual metonymies are motivated by the image schema and the physiological metonymy. In Chapter 4, the characteristics of metaphors and metonymy from the Korean and Spanish color expressions analyzed in Chapter 3 is comprehensively studied. Both Korean and Spanish have the similar color terms. But in Korean, we can see more derivation forms than Spanish because of the higher tendency to make new words. And the results of this study are as follows:
Most of the color terms in both Spanish and Korean have similar extensional meanings. These two languages also produce several different meanings. It should be concluded, from what has been said above, that color terms are systematically motivated by semantic extension mechanisms, and that most expressions exhibit metonymic motivation, upon which numerous color terms are based and then extended metaphorically. This study confirms that the meaning of color terms of Korean and Spanish does not lose relevancy to the literal meaning and the metaphors and metonymy involved in the formation of meaning in idioms are not dead-metaphors which have no function, but are clearly and spontaneously connected with literal meaning in our conceptual system.