일제 강점기와 해방 이후 일본어교육의 통사적 연구

이상원 대한일어일문학회 2023 일어일문학 Vol.99 No.-

This paper examines aspects of Japanese language education from the Japanese occupation to the post-liberation period. First, it examines the aspects of Japanese language education in colonial Korea during the Japanese occupation, and then it examines the emergence of the need for Japanese language education and the public's perception of it in the post-liberation period in a historical and social atmosphere in which Japanese culture and remnants of Japanese language were thoroughly excluded, based on the political and social context and interaction. Korea has a painful history of being subjected to 35 years of Japanese colonization and imposed Japanese as the national language. Even before the annexation of Korea to Japan, the Residency-General issued the Private School Ordinance to forcibly suppress private educational institutions, and the Japanese Government-General of Korea issued the Chosun Education Decree from 1911 to 1945, which had a profound impact on school-aged children and adults in colonial Korea. Korean language courses in official educational institutions were reduced to optional subjects; Japanese course names were changed to “national languages”; and social educational institutions such as "academic lecture halls" were transformed into specialized Japanese language institutions through Japanese interference and suppression. Japanese language education was enforced by the Japanese government and pro-Japanese organizations, and Japanese language learning was also voluntarily conducted in areas where Japanese people frequented. The period from liberation to 1960 can be seen as a gap period (1945-1960), when a strict anti-communist and anti-Japanese policy was adopted and no Japanese language education was provided in schools and other educational facilities, and anti-Japanese and Korean ideas were deepened in society in the form of criticism of dwarf culture. After the signing of the Korea-Japan Basic Treaty in 1965, Japanese language education entered a period (1961-1971) in which Japanese language education was reintroduced in earnest by the government, with active exchanges between Japan and Korea, permission from the Ministry of Education for private Japanese language courses, and approval for the establishment of Japanese language departments in universities. After the signing of the Japan-Korea Basic Treaty in 1965, economic exchanges between the two countries increased, with Japanese companies actively investing in Korea to take advantage of the cheap Korean labor force. The demand for Japanese language increased, and the need for Japanese language education emerged. In 1972, Japanese language centers were authorized, and from 1973, Japanese was designated as a second language in high schools. The Park Chung-hee regime emphasized that Japanese was a necessary language for national development and justified Japanese education by proposing the National Charter of Education and the motto of “Education with National Identity.” Later, the establishment of Japanese-related academic organizations and the establishment of Japanese-related majors in universities led to the establishment of Japanese language education, ushering in a period of great leap forward (1972-1979)

1940년대 어문정책하 이광수의 이중어 글쓰기 연구

김경미 한민족어문학회 2008 韓民族語文學 Vol.53 No.-

The purpose of the thesis is to analyze the aspect and meaning in Lee Guang-su's bilingual writings in the late Japanese Empire in 1938-1945. The policy of Japanese language had made literatures in colonized Chosun being under the bilingual situation by the educational legislation in Chosun the 3rd in 1938. This acted upon the policy of language in colonized Chosun. Korean languge, namely, had become minor language, on the other hand, Japanese language had became main lanuage in colonized Chosun. It had worked by the diglossia as utility connection. It had affected not only linguistic realm, but also the sphere of the national identity. It had brought about the result that people felt themselves shameful in colonized Chosun. Lee Guang-su's literatures were the translations in several ways; the works with bilingual language, the works by Japanese language, and translations between Korean and Japanese language. They were <Sunhangjang>(선행장), <their love>(그들의 사랑), <the principal, Kagawa>(가가와 교장). They had intentionally showed a breakaway from the writer. Moreover they had also showed a state of confusion that broke out in the process of the bilingual translation. After all these aspects had arrived at the consequence which Japanese language, the supremacy language had been changing to minor language. The bilingual writings had been broke out as the situation of interference in the moment of connecting between Korean language and Japanese language. It wasn't seen in the phenomena in the monolingual language. The writer's intention slided constantly into the different way and representation in the bilingual realm. It is the feature of the speech-act under the bilingual situation. As a matter of fact, the writers intention was not entirely same to the consequence of writing-act. Therefore the bilingual writer, Lee Guang-su was showed the differences owing to his national identity, “the nation Chosun” although he took part in the Japanese Empire and tried to be a co-worker with Japanese literatures. 이 논문은 일제 말기 1938년에서 1945년까지 조선에서 행해진 일제의 어문정책 하에 성립된 이광수의 이중어 글쓰기의 양상과 의미를 밝히는 것을 목적으로 한다. 1938년 제3차 조선교육령은 조선인의 ‘황국신민화’를 명분으로 내세웠지만, 실제로는 제국의 전쟁 징집을 용이하게 하기 위해 시행된 것이다. 어문정책으로 실시된 일본어 상용은 문학계에 이중언어 현상을 낳게 하였다. 이것은 식민지에서 일본어를 ‘중심어’로 규정하고, 조선어를 ‘주변어’로 전락시키는 이중어(diglossia) 사용관계로 작용하였다. 이것은 언어 사용에만 국한된 것이 아니라 민족 정체성의 영역으로 확대되어 ‘조선인’인 것에 대해 수치심을 갖도록 유도하였다. 이광수의 이중언어 문학 영역은 이중 언어의 병용 표기, 일본어 표기, 조선어에서 일본어로의 번역을 아우르는 것이었다. 이러한 문학적 특징을 보여주는 작품은 「선행장」, 「그들의 사랑」, 「가가와 교장」, 「파리」 등이다. 이 작품들에서 이중 언어 사용은 작가의 의도된 서사의 이탈과 이중 언어 혼용 표기로 인해 이질감을 낳았고, 번역 과정에서는 정체성의 혼란을 불러 일으켰다. 일본어 소설에서는 제국문화와는 상이한 조선의 문화와 언어 정체성이 서사 과정에서 자연스럽게 도출되기도 하였다. 이러한 양상들은 오히려 제국어의 정체성에 균열을 일으키며, 권력 언어인 일본어를 주변적 언어로 전락시키는 결과를 낳기도 하였다. 이광수의 이중어 글쓰기는 조선어이든지, 일본어이든지 서술과정에서 의식 · 무의식적으로 서로의 언어를 교섭하는 순간에 발생한 간섭현상이다. 이 현상은 조선어 속에 일본어 섞어 쓰기로 드러나며, 단일 언어 사용에서는 경험할 수 없는 이중어 글쓰기 작가만의 발화적 특징이다. 이중어 글쓰기는 작가가 말하려고 의도한 것과 표현된 언어 사이에 존재하는 본질적인 차이에 의해 창작 주체의 의도와 표현의 결과는 항상 어긋날 수밖에 없었다. 결국 이중 언어 작가인 이광수는 일제의 국책에 협력하면서도 조선적인 정체성으로 인해 제국 문학에 완전히 편입하지 못하고 ‘차이’를 드러내었다.

日本の植民地言語政策について : 時枝誠記の『言語過程說』と總督府の言語政策

朴栄淑(Park Young-Sug) 동북아시아문화학회 2008 동북아 문화연구 Vol.1 No.15

Throughout Japanese colonial era in Joseon, Japan had consistently enforced Japanese language education to Korean as the main device of assimilation of Joseon. In line with this assimilation agenda, Japanese colonial government revised the "Educational Regulations" three times to establish new colonial education system. Especially, under the second revision of "Educational Regulations", the colonial government set the target of public education to cultivate the Japanese-friendly mood and this was the one of their strategies from assimilation of Korean to their own. In the third revision, they finally forced the Korean to use Japanese language at all time. Given the historical situation of the period and the fact that Tokieda Motoki was in the Keijo Imperial University as a professor at the moment and published a paper on the language policy, it is speculated that he could have been related to Japanese language enforcement policy in any extent. This paper attempts to review Gengo Katei theory, and clarify the relationship of Tokieda Motoki and colonial government on language policy, then investigate the degree of his influence on officials of education bureau. To achieve these, I explicitly show the details, based on the status of Japanese language acceptance to the Korean public during the third revision of "Educational Regulations", as follows: First, the uniqueness of "Official Language Policy" enforced by Japanese colonial government was to emphasize and enforce the usage of Japanese language to Korean not only in their academic environment but also even in their home. In other words, their implementation of official language expanded its area into unofficial situations. Second, the reason that Tokieda Motoki"s view on "Official Language Policy" was revised over the time was that his Gengo Katei theory was formed as theoretical propaganda to support the official language policy of Japanese colonial government. Third, Tokieda Motoki"s "Gengo Katei theory" greatly influenced Morita Goro and Hirose Tsuzuku who were officials of education bureau.

이양지 문학과 모국어

이한정(Lee Han-jung) 한국비평문학회 2008 批評文學 Vol.- No.28

Unlike other Korean-Japanese writers, Yangji Lee actually stayed in Korea for numbers of years in order to learn the language of his mother country. Her master piece works, Koku and Yuhi are the stories of Korean-Japanese students living in Korea in order to learn the language of their mother country. For Yangji Lee, Japanese is the 'mother tongue', while Korean is the 'language of mother country(national language)'. When he had tried to learn the language of mother country after becoming an adult, the 'mother tongue' only presented itself as an obstacle for learning the language of mother country. At the same time, the language of mother country could not be just treated as another 'foreign language'. He had to be confronted by a difficult situation in which his self identity was disintegrated by the mother tongue and the language of mother country. With that said, let's examine how he has portrayed the language of mother country in his writings? In each of Koku and Yuhi, Lee presents the life of Korean-Japanese who learns Korean from the people of mother country, in the 'ocean of the language of mother country'. To Korean-Japanese who are accustomed with Japanese being their mother rongue, the language of mother country could not become 'our language' which they could share with Koreans. In the end, Yuhi, the main character of Yuhi, returns to Japan after giving up the study for the language of mother country as she calls herself a hypocrite for easily using a word 'we or us'. In Yuhi, Yuhi lives a life of a bilinguist who also speaks the mother tongue while living in the mother country. When a Korean language teacher scolds the Korean-Japanese students for recite Korean with 'Japanese like accents' in Koku, Soony speaks against the teacher in an adverse tone of voice by saying that it is only natural for them to do so as Korean-Japanese. Also in Yuhi, Yuhi's roommate 'Na' reproaches her for writing Korean correct spacing of words just as in 'japanese'. Yuhi feels very resentful about this. Lee's literature reveals the anguishes of Korean Japanese learning the language of mother country in disadvantageous situations compared to Koreans. Korean Japanese must meet Koreans as their first step in learning the language of mother country and often receives condemnation for not knowing the language well enough. Lee depicts such struggles in her novels without filtration. Yuhi is different from Koku in its narrative point of view by designating Yuhi's roommate 'Na' as the storyteller. 'Na' was told from Yuhi that there are hardly any 'passive expression' in Korean language. As 'Na' teaches Korean to Yuhi, she finds that it is possible to have the language of mother country, Korean in her case, presented as if it were a language of strange person, not as a self evident language of her own. Ishi no Koe, Lee's posthumous work, is the story of a Korean Japanese poet Jooil Lim. Lim must fight a battle against the language of mother country while writing poems in Japanese. He expresses the ironical situations in which he must struggle while studying the ideas of Korean but intentionally suppressing the language of mother country as he writes poetries in Japanese. Thus, the character makes an attempt to take a view of the language of mother country from a standpoint which transcend the political notions of 'nation'. We can notice how the character of Ishi no Koe attempts to explore the language of mother country as same as the mother tongue which is the language naturally inherited from parents and does not contain any political ideas of 'nation'. Yangji Lee has consistently depicted the lives of Korean-Japanese who makes attempts to find self identity through the language of mother country. However, these characters explore the language of mother country as their personal language by eliminating political significances within after experiencing self disintegration from the incompatible conflicts between the mother tong

韓日國際結婚家庭の日本語繼承を支えるもの -母と娘の語りから見る繼承日本語敎育-

미관사 ( Ozeki Fumi ),청목우자 ( Aoki Yuko ) 한국일어일문학회 2015 日語日文學硏究 Vol.93 No.1

國際結婚の增加に伴い、韓國在住の韓日國際結婚家庭を對象とした硏究が行われ始めている。しかし、これまでのところ、親、子どもの雙方の立場からことばの學びを捉える硏究や子どもの學びを長期的に捉える硏究は十分に行なわれていない。そこで、本硏究では、親と子、雙方の視点から國際結婚家庭における日本語繼承について探っていくことを目的とし、韓國に暮らす韓日國際結婚家庭の母娘にインタビュ一を行った。親だけでなく、子どもも日本語習得に積極的で、高いレベルの日本語力を身につけている親子を對象とし、幼少期から成人期にかけた長期的なスパンの中での繼承語としての日本語敎育の樣相を探った。インタビュ一の語りの考察から、母と娘の雙方が日本語をコミュニケ一ションの媒介として捉え、日常生活の中で日本語を意識的に使用していたこと、また、日本と韓國とを移動する中で日本語を學ぶためのさまざまな環境づくりが行われていたことがわかった。そして、それにより、日本語學習の强固な基盤が作られていた。さらに、そのような環境の中で、それぞれが自分にとっての日本語繼承の意味を感じながら日本語敎育·日本語學習に取り組んだことが日本語繼承への意味づけを肯定的なものとし、積極的な日本語繼承へとつながっていることが明らかになった。 With the rise in international marriages, several studies have examined the families of Korean-Japanese cross-border marriages residing in South Korea. However, so far, no long term studies have focused on language acquisition or learning by the children of these marriages, from the perspective of both parent and child. Thus, in this study, mother and daughter in families of Korean-Japanese cross-border marriages residing in South Korea was interviewed. The aim of the study was to explore Japanese language succession within this family from the perspectives of both parent and child. We targeted not only parents but also children who were actively learning Japanese and had already achieved a high level of Japanese. We explored aspects of Japanese language education as a heritage language over a longer timespan from childhood to adulthood. The results of these interviews show that both mothers and daughters used Japanese as a communication tool and consciously used it in their daily lives. Furthermore, it was found that various environments were created that were conducive to Japanese language learning when relocating from Japan to South Korea. Thereby, a solid foundation for Japanese learning was created. Further, it became evident that in such environments, each individual had their own sense of Japanese language succession. Thus, Japanese language acquisition and learning has promoted Japanese language succession, leading to proactive succession of the language.

韓日国際結婚家庭の日本語継承を支えるもの -母と娘の語りから見る継承日本語教育-

오제키 후미,아오키 유코 한국일어일문학회 2015 日語日文學硏究 Vol.93 No.1

With the rise in international marriages, several studies have examined the families of Korean-Japanese cross-border marriages residing in South Korea. However, so far, no long term studies have focused on language acquisition or learning by the children of these marriages, from the perspective of both parent and child. Thus, in this study, mother and daughter in families of Korean-Japanese cross-border marriages residing in South Korea was interviewed. The aim of the study was to explore Japanese language succession within this family from the perspectives of both parent and child. We targeted not only parents but also children who were actively learning Japanese and had already achieved a high level of Japanese. We explored aspects of Japanese language education as a heritage language over a longer timespan from childhood to adulthood. The results of these interviews show that both mothers and daughters used Japanese as a communication tool and consciously used it in their daily lives. Furthermore, it was found that various environments were created that were conducive to Japanese language learning when relocating from Japan to South Korea. Thereby, a solid foundation for Japanese learning was created. Further, it became evident that in such environments, each individual had their own sense of Japanese language succession. Thus, Japanese language acquisition and learning has promoted Japanese language succession, leading to proactive succession of the language. 国際結婚の増加に伴い、韓国在住の韓日国際結婚家庭を対象とした研究が 行われ始めている。しかし、これまでのところ、親、子どもの双方の立場か らことばの学びを捉える研究や子どもの学びを長期的に捉える研究は十分に 行なわれていない。そこで、本研究では、親と子、双方の視点から国際結婚家庭における日本語継承について探っていくことを目的とし、韓国に暮らす 韓日国際結婚家庭の母娘にインタビューを行った。親だけでなく、子どもも 日本語習得に積極的で、高いレベルの日本語力を身につけている親子を対象 とし、幼少期から成人期にかけた長期的なスパンの中での継承語としての日 本語教育の様相を探った。インタビューの語りの考察から、母と娘の双方が 日本語をコミュニケーションの媒介として捉え、日常生活の中で日本語を意 識的に使用していたこと、また、日本と韓国とを移動する中で日本語を学ぶ ためのさまざまな環境づくりが行われていたことがわかった。そして、それ により、日本語学習の強固な基盤が作られていた。さらに、そのような環境 の中で、それぞれが自分にとっての日本語継承の意味を感じながら日本語教 育·日本語学習に取り組んだことが日本語継承への意味づけを肯定的なものと し、積極的な日本語継承へとつながっていることが明らかになった。

한국의 한국어와 일본어 관련 대학원에서의 일본어 모어화자 학위논문(1980∼2017년)의 주제 분석

趙南星(Cho, Nam-Sung) 동북아시아문화학회 2018 동북아 문화연구 Vol.1 No.55

In this paper, I examined the topics of the Japanese native speakers’ thesis (1980-2017) at the graduate school related to Korean and Japanese language studies in Korea. The main results are as follows. (1) The number of Japanese native speakers’ a master’s and doctoral thesis (574 volumes) in the graduate school related to Korean and Japanese language studies is as follows: Korean language (97‧23 volumes) and Korean language education (84‧4 volumes) is less than Japanese language (187‧57 volumes) and Japanese Education (100‧19 volumes). (2) In case of Japanese native speakers’ thesis, since 2000, Japanese language and Japanese language education have been relatively more and more popular than Korean language education and Korean education, and its popularity continues to increase. (3) Related to Korean language and Japanese language, more than half of master’s thesis of the Japanese native speakers are on grammar and vocabulary; Korean language has slightly higher proportion than Japanese language. (4) Related to Korean language and Japanese language, there are high percentages of Korean language history, Japanese language history, and grammar from Korean and Japanese language department in Japanese native speakers’ doctoral thesis. In addition, Korean language has more thesis on Korean language history, while Japanese language has more on grammar. (5) Related to Korean language education and Japanese language education, in master’s thesis of Japanese native speakers, ‘teaching and learning’ is the largest, followed by ‘teaching theme’ for Korean language education and ‘acquisition and error’ for Japanese language education. (6) Related to Korean language education and Japanese language education, Japanese native speakers’ doctoral thesis in Korean language education are only seen in ‘General Education’, ‘Acquisition․Error’, ‘Evaluation’, and ‘Korean Language Education’, while Japanese language education occupies a large proportion of ‘Teaching and Learning’ and ‘Acquisition and Error’.

국어와 일본어의 틈새, 재일 한인 문학의 자리 - 『漢陽』, 『三千里』, 『靑丘』의 이중 언어 관련 논의를 중심으로

이재봉(Lee Jae-Bong) 한국문학회 2007 韓國文學論叢 Vol.47 No.-

  The Japanese language of Korean-Japanese writers are constantly interfered with the Korean language(Choseon language). During the colonial period, Kim Saryang and Jang Hyuckjoo could work in the literary world of Japan on the basis of the understanding that Japanese is the standard language in Asia. However, it greatly aroused a sense of linguistic incongruity to express something Korean in Japanese because it is difficult to describe exactly something Korean in Japanese and it is easy to be affected by Japanese logic.<BR>  Japanese, which was firmly placed as the national language or the standard language during the colonial period, was replaced by the Korean language after the independence of Korea. Japanese was degraded as the invader"s language or the imperialist"s language that supported the distorted colonial history of the past and the Choseon language enhanced its status as the Korean national language.<BR>  Korean-Japanese writers still wrote their works in japanese. Because the Korean language did not form the base of abstractive thought and it was recognized as if it was a foreign language, they could not help choosing Japanese. In reality, most of them were educated in Japanese, which was considered as the national language. And thus, even though they could use the Korean language, most of them needed the procedure of translation into Japanese.<BR>  The mainstream of Korean-Japanese literature was written in Japanese, and in this case, the literature written in Japanese inevitably created the tension with the Korean language (the Choseon language) as the national language that recovered its purity. Moreover, Korean-Japanese writers"s linguistic agony could not help deepening because of the special situation that the mother tongue and the national language were separated. It may be the reason why the creation in Japanese has been endlessly disputed since the independence of Korea. Also the constant criticism on the writings in Japanese has acted as the pressure that the logic for the creation in Japanese should be established. Decolonial appropriation, which intended to inform the Japanese reader of the expression of something Choseon in the Japanese language or the unreasonableness in the course of colonialization, appeared in this process. As we can see in the example of Kim Seokbum, so is the attitude that considers the relationship between the Korean-Japanese writers and the Japanese language as the strained conflicting relation and recognizes it as the important literary quality.<BR>  In this case, the tension and conflict between the Korean language (the Choseon language) and the Japanese language becomes the essential condition for the existence of the Korean-Japanese literature. That is, the Korean-Japanese literature exists between the Korean language and the Japanese language and the Korean (Choseon) language creates constantly the tension in their Japanese. This linguistic relation is also the major point where the greatest characteristics and peculiar creativity of Korean-Japanese literature appear.

A Consideration of Honorific Language as Viewed by Korean Learners of Japanese

등원지영미 ( Chiemi Fujiwara ) 아시아.유럽미래학회 2011 유라시아연구 Vol.8 No.4

한국인 학습자에게는 어휘, 문법 등의 일본어 체계가 모국어인 한국어와 유사하기 때문에 일본어 습득을 촉진시키는 요소로 작용하지만, 일본어 커뮤니케이션 상의 가장 큰 특징 중 하나인 대우표현(待遇表現)과 경어(敬語)는 한국인 학습자뿐만 아니라 대부분의 일본어 학습자에게 습득이 어려운 부분이다. 한국어도 일본어와 같이 경어가 발달된 언어이지만 양 언어 간에는 경어체계와 그 사용법에 차이점도 존재하기 때문에 커뮤니케이션 상 오해도 자주 발생한다. 그래서 본고에서는 일본인과의 커뮤니케이션에서 대우(待遇) 레벨의 선택에 영향을 주는 한국인 학습자의 경어관(敬語觀)에 대해서 살펴보았다. 이러한 일본어 학습자의 경어 의식에 대해서는 양적 연구는 많지만 경어 의식에 초점을 맞춘 질적 연구는 적다. 여러 가지 요인이 작용하여 변화하는 「의식」에 대해서는 양적 연구만으로는 그 양상을 포괄적으로 파악하기는 어렵다. 따라서 본고에서는 개인별 태도구조 분석법(Analysis of Personal Attitude Construct; 이하, PAC 분석)을 이용하여 한국인 학습자의 경어관과 경어 사용에 대한 의식을 살펴보았다. 다음은 조사에 대한 분석 결과이다. 피험자의 덴드로그램(dendrogram)에 나타난 자유연상항목(自由連想項目)은 모두 66항목이다. 그 중에「긍정적 이미지 항목」이 42항목,「부정적 이미지 항목」이 10항목,「어느 쪽도 아닌 항목」이 14항목이 나타난 것으로 보아서 한국인 학습자는 전체적으로 긍정적인 경어관을 가지고 있다는 것을 알 수 있다. 피험자에게 공통적으로 나타난 경어관중에서 가장 특징적인 것은「예의」, 「거리감」의 2항목이고, 이 이미지는 피험자 전원에게 나타났으며 이것은 경어를 커뮤니케이션에 있어서 정중함을 나타내는 주요한 수단으로 인식하고, 화자간의 친소(親疏)관계와 심리적 거리를 유지하고 조절하는 기능으로 인식하고 있다는 것을 나타낸다고 할 수 있다.「거리감」에 대해서는 경어를 사용함으로써 상대방과 기분 좋은 거리를 유지할 수 있다고 장점으로 보는 것으로 보아서 부정적 평가만 하고 있지는 않다는 것을 알 수 있다. 두 번째 특징은 자유연상항목(自由連想項目)에서 「경어 사용자」에 대한 긍정적 이미지가 강하게 나타난 점이다. 발표나 비즈니스 등 공적인 장면에서 프로페셔널하게 일을 잘하는 것, 세련된 하이클라스의 사람들 등의 공통된 이미지를 들 수 있으며, 지성·교양과 경어 사용자상이 명확한 연관 관계가 있다고 인식하는 경어관이 뚜렷하게 나타났다. 또한 경어 사용은 언어적 센스와 언어를 사용하는 기법으로 보고 있고, 언어 장면에서의 적절한 언어 사용 능력이라고 할 수 있는 사회 언어 능력으로 보고 있는 양상도 확인할 수 있었다. 이와 같이 피험자가 경어 사용을 화자의 능력적인 관점에서 파악하고, 교양·지성과 관련 지어서 보는 것은 「교양·지성을 가진 경어 사용자」는 한국의 가정에서 제대로 경어 교육을 받은 사람이라고 생각하고, 그러한 가정교육에 대한 긍정적 이미지가 반영된 것이라고 할 수 있을 것이다. 세 번째 특징은 피험자가 경어 사용을 일본과 한국의 공통된 특징이라고 평가하고 「동아시아」의 특징이라고 보고 있으며, 넓은 시점에서 총체적으로 파악하려고 한다는 점이다. 이것은 PAC 분석을 이용해서 조사한 藤原(인쇄중)의 연구에서 대만인이 일본어의 경어를 일본 문화에 한정된 특징으로 보고 있는 결과와는 크게 다르다. 이 두 가지 연구결과를 종합적으로 살펴보면 한일 양언어간의 경어 체계의 유사성이 제2 언어인 일본어의 경어관에 영향을 주고 있다는 것을 알 수 있다. 네 번째 특징은 본 연구에서도 선행 연구(藤原2011, 藤原인쇄중)와 같이 경어의「어려움」과 「복잡성」이라는 항목이 출현했지만 이것은 경어 체계 그 자체에 대한 것이 아니라, 존경어·겸양어의 올바른 사용법에 대한 어려움에서 기인된 것으로 생각된다. 일본어의 겸양 표현은 한국어에 비해서 다양하기(賈惠京, 2001) 때문에 한국인 학습자가 일본어 경어를 가장 어렵게 느끼게 되는 원인이라고 생각된다. 이상에서 본 바와 같이 한국인 학습자의 경어관의 특징은 모국어의 경어에 대한 이미지가 자유연상항목(自由連想項目)으로 나타났으며 경어 자체를 긍정적으로 보고 있다는 점이다. 대만인 학습자가 부정적 이미지가 많으며 경어에 대해서「간단했으면 좋겠다」「없는 게 좋다」고 지적하는(藤原, 인쇄중) 것과는 상반적으로, 한국인 학습자는「없어져서는 안 된다」「반드시 몸에 익히는 편이 좋다」는 항목이 나타났으며, 경어 사용을 사회생활을 영위하기 위한 중요한 문화적 산물로 보는 경향이 있다. 향후에는 서로 다른 속성의 피험자(예:일본 체재 경험이 없는 한국인)를 선정하여 조사를 실시함과 동시에 피험자수를 늘려서 정량조사를 실시하여 본연구의 결과와 고찰을 한층 더 심화시킬 필요가 있다고 생각된다. With approximately 960,000 South Koreans studying Japanese as of 2009, they comprise 26.4% of the total number of all learners of Japanese as a second language, more than any other nationality (The Japan Foundation, 2009). For Korean learners of Japanese, the similarities in the structure of Japanese-vocabulary and grammar, etc.-with their native Korean are factors that further their language acquisition. However, it is not uncommon for Korean learners of Japanese to find the characteristics of Japanese communication involving speech levels, particularly honorific language, to be difficult. Although the Korean language has also developed a system of honorific language, it has many disparities with the structure and usage of Japanese honorific language. In addition, differences in normative consciousnesses regarding honorific language are considered to possibly be a frequent trigger for miscommunication. This paper considers the influence that their view of honorific language has upon Korean learners of Japanese with regard to their selection of speech levels when communicating with Japanese people. While much research in which qualitative studies were conducted on consciousness pertaining to Japanese honorific language has already been done, there has been little research with aqual it ative examination focusing on Japanese language learners` consciousness of honorific language. Through quantit ative research alone, it is difficult to gain acomprehensive understanding of aspects of “consciousness,” which change due to the influence of various contributing factors. Therefore, this paper will utilize the Analysisof Personal Attitude Construct(below, PAC analysis), which inrecent years has come to be used as a psychological approach to analyzing Japanese language education, to examine Korean learners` of Japanese consciousness pertaining to the view and usage of honorific language. A survey was conducted from August 2009 to January 2011 in Japan and South Korea. The survey respondents were four intermediate to advanced Korean speakers of Japanese, each of whom had studied in Japan. The survey followed the PAC analysis format with “What is your image of honorific language and its usage?” as the stimulus term. The results of the analysis will be given below. Sixty-six free association items were found in dendrograms of respondents` answers. Overall, they showed a positive view of honorific language with 42 items for a “positive image,” 10 for a “negative image,” and 14 for “neither.” The first common characteristic among respondents was the appearance of the two items: “manners,” and “feeling of distance.” From the appearance of these two items in all of the respondents` answers, it can be understood that, for verbal communication, honorific language is an important means of showing politeness and that respondents are aware that it has a function of maintaining and adjusting the degree of intimacy and psychological distance between speakers. In terms of the “feeling of distance,” there was also mention of the advantageousness of honorific language for keeping a comfortable level of distance, thus, respondents did not necessarily evaluate “feeling of distance” to be a negative thing. The second common characteristic of the free association items was a strongly positive image of users of honorific language. In presentations or in business, there was a shared impression among respondents of honorific language users being professional, disciplined workers who get the job done, belong to a higher class, and have refinement. The view of honorific language that emerged among respondents is clearly connected to an impression of its users as being intelligent and sophisticated. Furthermore, it was confirmed that respondents view honorific language use as a sense and skill for language and that correct usage of honorific language in communication situations connotes sociolinguistic competence-the ability to use language. In this way, honorific language users are viewed from the perspective of their ability. The tendency to tie honorific language usage to ability of speakers, sophistication, and intelligence could stem from the consciousness of Korean respondents, which is of “sophisticated, intelligent honorific language users” as having received a solid at-home education on honorific language in South Korea, and their positive image of that education in the home. The third characteristic was that respondents identified honorific language as a characteristic shared by Japan and South Korea, evincing their broad perspective that views honorific language in an overall sense as an East Asian characteristic. This differs greatly from Taiwanese speakers of Japanese, who tend to view honorific language as a characteristic limited to Japanese culture as shown by the research by Fujiwara using PAC analysis to clarify their view of honorific language (under review). The disparity between these two sets of research results indicates the possibility that the similarities between Korean and Japanese honorific language influence the way Koreans view the honorific language of Japanese. As for the fourth characteristic, just as in previous research (Fujiwara, 2011, under review), responses showed an image of honorific language as “difficult” and “complicated.” However, rather than the difficulty of honorific language itself, this refers to the difficulty of knowing when to correctly use respectful and/or humble honorific words. As Japanese humble honorific expressions display greater variation than those of Korean (Hekyon Ka, 2001), this can possibly be considered the most difficult part of Japanese honorific language for Korean learners. As seen above in the characteristics of the way in which Korean learners of Japanese view honorific language, there was a tendency to have a positive image of honorific language itself, as seen in responses to the free association items for observing the image of honorific language in native-language situations. As for Taiwanese learners of Japanese, many negative-image responses appeared, such as those indicating that honorific language “should be simplified” and “should be done away with” (under review). Whereas in data on Korean learners, items were observed stating that honorific language is “something that shouldn`t be lost” and is “a must-have skill,” reflecting a tendency to view honorific language usage as a vital part of cultural heritage necessary for running social lifestyles. Along with influencing this positive consciousness, it is possible that similarities between the structure of honorific language in their native language of Korean and their second language of Japanese also leads to a consciousness of honorific language, which is informed by a general image that lumps the honorific language of the two languages together. In addition, it can also be surmised that honorific language education within Korean families as well as daily lifestyles, which are deeply-rooted in Korean social/cultural characteristics, and the positive consciousness toward such things, also exerts an influence on the consciousness regarding honorific language. In the future, the results and observations of this paper should be pursued in greater depth through studies conducted with respondents from different groups (for example, Koreans who have not stayed in Japan) including larger groups of respondents and incorporation of qualitative analysis.

근대 이후 한일 수동표현의 재고찰

한정연 ( Joung Youn Han ) 한국일어일문학회 2015 日語日文學硏究 Vol.95 No.1

일본어의 수동표현(受身)은 통어적임에 반하여 한국어의 수동표현(피동)은 어휘적이며 자동사에 가깝다고 하는 사실은 종래의 연구에 있어서 종종 지적되어 왔다. 그럼에도 불구하고 일본어 연구자들이 한국어의 피동에 대하여 고찰하는 경우에는 일본어의 受身에 관한 연구의 일환으로서 한국어 피동을 다룬 결과, 일본어의 자동사보다는 受身에 대응하는 형식으로서 대조고찰하는 연구가 많다. 또한 한일 수동표현에 대해 고찰함에 있어서 한국어는 근대 이후 일본어의 영향에서 자유로울 수 없었다는 전제하에 한국어의 피동 또한 일본어의 受身의 영향을 받았다고 주장하는 입장도 있다. 본고에서는 이와 같은 한일 수동표현에 대한 종래의 연구 및 입장들에 대하여 재검토하는 것을 목적으로 하여, 한일 수동표현의 특성에 대해 재고찰함으로써 한국어의 피동이 일본어의 受身보다는 파생자동사에 가까운 표현이며 따라서 파생자동사를 포함한 종합적인 대조연구가 이루어져야 하는 표현임을 주장하고, 근대 이후 한일 수동표현의 증가 양상을 연대별로 구체적으로 비교 관찰함으로써 한국어의 피동에 대한 일본어의 受身의 영향력을 논하기에는 근거가희박함을 기술하였다. In the studies up to the present, it has been pointed out that the passive of the Korean language is lexical and is close to intransitive verb, whereas the passive of the Japanese language is syntactic. Even so, in the case of the studies of the passive of the Korean language, many scholars of the Japanese language have dealt with the passive of the Korean language as a part of the study of the passive of the Japanese language, and, in this course, they have compared and considered the passive of the Korean language with the passive of the Japanese language, rather than intransitive verb. At the same time, in studying the passive of the Japanese language, some scholars, with the assumption that the Korean language has been influenced by the Japanese language ever since the modern times, also maintain that the passive of the Korean language has been affected by the passive of the Japanese language. This thesis, for the purpose of reexamining such studies and opinions of the pastover the passive of the Korean language and the Japanese language, has reevaluated the characteristics of the passive of the Korean language and the Japanese language, and, in doing so, this thesis notes that the passive of the Korean language is an expression close to the derivational intransitive verb of the Japanese language, rather than to its passive voice, and thus an overall comparison and study is necessary with derivational intransitive verb inclusive, and, by comparing and scrutinizing the phenomenon of the increase in the passive of the Korean language and the Japanese language ever since the modern times, it proves that grounds are inadequate for arguing the influence which the passive of the Japanese language has had over the passive of the Korean language.