한국어 종결어미 '-는데(요)'의 공손성 교육 방안 연구

이채민 韓國外國語大學校 KFL大學院 2022 국내석사

The purpose of this study is to examines the context in which the ending suffix ‘-nunde(yo)' has politeness through the concepts of mirativity, information structure, hedge, and discusses ways to present ‘-nunde(yo)' more effectively in Korean textbooks. First, before analyzing politeness of '-nunde(yo)', the basic theories of mirativity and information structure will be reviewed. Mirativity is a sign that shows the status of information that has not been internalized by the speaker(Park 2011), and is mainly revealed in dialogues of [admiration]. Information structure is a concept of information status which speaker assumes about listener. This information status could be defined with new information or old information. This paper examines the information structure of the ending suffix ‘-nunde(yo)' can be categorized as ‘speaker new information-listener new information', ‘speaker old information-listener new information' and ‘speaker old information–listener old information’. The subject of this study, '-nunde(yo)', seems to have mirativity because it combines with sensory experience and introspection. Mirativity is information which has not been internalized by the speaker himself. So it is an utterance that is new information status to the speaker and listener. Therefore, because mirativity does not only revealed to the listener but also to the speaker, ‘-nunde(yo)’ does not feel harsh or rude, and does not force the speaker’s own feelings to the listener so that makes conversation with polite. This is also related to the status of ‘speaker new information-listener new information' structure. In the information structure of ‘speaker old information-listener new information', politeness is obtained by reducing the information gap about the speaker and the listener. This is because, if you use ‘-nunde(yo)' in this information structure, speaker old information is being conveyed to listener, but it is expressed as if the speaker also conveys new information like the listener. This is mainly present in the situation of [different opinions] or [inducing listener's reaction], which are discourses of ‘impoliteness' that can damage the face of the listener by the speech itself. In the information structure of ‘speaker old information–listener old information’, ‘-nunde(yo)’ entails a rather weak sentence ending power that does not force to agree speaker’s own opinion to the listener, indicating politeness. The discourse situation of the ending suffix ‘-nunde(yo)’ analyzed through mirativity and information structure can be subsumed by hedge. Comprehensively summarizing in which contexts ‘-nunde(yo)’ has politeness as a hedge expression, it has four meanings: [admiration], [information sharing], [inducing listener’s response], and [opinion difference]. The four meanings can be explained as [admiration] within a large concept, and they are differentiated from the first extended meaning of [information sharing] to the secondary extended meaning of [inducing listener’s response] and [opinion difference]. In order to correctly present the ending suffix ‘-nunde(yo)’ in Korean textbooks through the analysis of the meaning of ‘-nunde(yo)’ in this study, first, 10 Korean textbooks were selected and analyzed. In most textbooks, the meaning of ‘-nunde(yo)’ is presented as “convey a message when speaker is expecting a certain reaction from the listener.”, but it was confirmed that the meaning was not clearly revealed in the example sentences used in the textbook. In particular, among the 10 textbooks, the discourse of [different opinion] is presented as an example the most, whereas the frequency of use of ‘-nunde(yo)’, which was searched for in the learner corpus sharing site, was [different opinion] very few times. This suggests that an approach from a slightly more diverse discourse level is needed, suggesting ‘-nuinde(yo)’ as the target grammar(Kang 2014:20). For this purpose, educational methods to be considered when including '-nunde(yo)' in future Korean textbooks are presented. There are a total of five educational methods to consider: ‘presentation of politeness meaning', ‘professor arrangement according to the ‘-nunde(yo)’ meaning expansion process', ‘presentation of example sentences for each situation', ‘presentation of follow-up discourse', and ‘necessity in textbooks for special purposes'. This study is significant in that it examines the context in which the ending suffix ‘-nunde(yo)', which was not considered much in previous studies, has politeness through mirativity, information structure, and hedge, and re-establishes its meaning in four ways. In particular, ‘-nunde(yo)’, which has not been discussed at all in discussing the concept of mirativity, has a similar status ending suffix ‘-ne’, suggesting that it can be dealt with in the discussion of mirativity. Although there is a limitation in that an appropriate education model of ‘-nunde(yo)' was not presented in this study. However, it is hoped that the discussion of this study will be of some help to Korean learners in their understanding of '-nunde(yo)', which is the most frequently used ending suffix in colloquial language. Lastly, there were few attempts to analyze the ending suffix ‘-nunde(yo)’ in concept of mirativity or politeness in the past. Therefore, in addition to the discussion of this study, it is hoped that another study of ‘-nunde(yo)’ related to mirativity and politeness will be conducted in the future.

문화 간 의사소통능력 향상을 위한 내용 중심 한국문화 교수요목 설계 : 학문 목적 한국어 학습자를 대상으로

조민호 韓國外國語大學校 KFL大學院 2021 국내석사

The purpose of this study is to build a Korean culture syllabus design in Contents-based Instruction (CBI) for developing Intercultural Communicative Competence (ICC) in recognition the need for Korean cultural education to improve academic performance and life adaptability of Korean learners for academic purpose and to present Korean cultural integrated education courses to improve cultural communication skills. A definition of ICC in KFL (Korean as a Foreign Language) is that it is the learner’s individual abilities to perform appropriately and effectively when interacting or communicating with various socio-cultural situations of Korean society from oneself. ICC has 4 dimensions (knowledge, attitudes, skills & awareness) of its cultural competence and it gradually develops through the interactions through those 4 dimensions. To carry out the above research objectives, the study was conducted in chapters as the follow. Chapter I identifies the purpose and imperativeness of this research and it reviewed the prior researches of academic purpose Korean learners group which is the subjective to this study and also examined both the synchronic and diachronic research flow in the integrated education of Korean and culture. In Chapter II, as a theoretical background of this study, examined the concepts and composition of ICC based on Byram (1997) model as the theoretical foundation for the direction of both Korean cultural textbooks analysis and the student demands survey analysis as the basis of the Korean culture syllabus design. In Chapter III, after analyzing Korean cultural textbooks for academic purposes based on the 4 dimensions of cultural competence in ICC theory, useful improvements points were derived for future Korean cultural textbook development and the syllabus design. In addition a survey of 55 academic purpose Korean learners who are currently studying at the colleges in Korea was conducted to examine their awareness of Korean culture education and preference for Korean cultural contents. and finally categorized the 6 major Korean cultural subjects (Korean social culture, Korean living culture, Korean historical culture, Korean moral culture, Korean art culture & Korean language culture) and the corresponding 24 detailed topics in reflecting the results of the textbook analysis and student demand analysis. Chapter IV is an application of ICC concepts into designing the actual syllabus for 12 weeks Korean culture class and proposed the example of contents-based instruction model which is combined the theme-based and task-based teaching based on the culture topics selected in Chapter III. The differences and usefulness in the results of this study compared to other Korean cultural studies is that all courses for design of syllabus such as textbook analysis student demands survey and composition of teaching contents have been applied the components of cultural competence which is the core of ICC theory. Thus, this study will be meaningful that it verified the elements of ICC were still insufficiently reflected in the current Korean cultural education and moreover it reconstructed the contents of Korean cultural lecture for academic purpose Korean learners through re-itemizing of cultural topics using the core concepts of ICC. In sum the various application of ICC concepts in the field of Korean language and culture education will play an essential role for improving Korean learner’s communication skills and successful life adaptation in Korea.

몽골 초·중등학생을 위한 표준한국어 분석 연구 : 초급 교재를 중심으로

Tungalag Orkhontuul 韓國外國語大學校 KFL大學院 2020 국내석사

The Standard Korean Textbook 1 & 2 for Mongolian Primary and middle school students are commonly being used in Mongolia primary, middle, and high schools. Referring to the study done by National Institute of Korean Language, and the textbook analyzation done by 이해영(2001), 서종학(2001), 김영선(2006), the textbook is analyzed based on their education, classroom environment, external and internal structures. In detail, these includes the process of the education, language function, theme, vocabularies, grammar, culture, practices and evaluation. The problematic pictures and photos are shown in the textbook and mistakes in translations are also analyzed. Based on the result, both textbooks are focused on communication and able to be used in smart classrooms. It is not suitable for using in other traditional classroom settings. In terms of the difficulty, <Standard 1> is easier than <Standard 2>. However, both textbooks are weak in terms of arousing the students’ interest, the formats are simple and dull. The other problem is that many of the pictures and photos being used did not match the theme or conditions, and that the characters do not have unity and reality. There are also many mistakes in translations and choice of vocabularies. Most of the grammar being shown in the textbook as a corresponding grammar in Mongolian language and are always being repeated. In terms of vocabularies, there are many new vocabularies in the activity part that have not been taught yet. In the listening and speaking part, the quality was not ideal, and the speech rate was too fast that it was not realistic. For reading and writing part, although there are various questions and themes, the format keeps repeating that students may lose interest. In terms of culture, many daily life cultures are being introduced and it is compatible with the International Standard Curriculum of Korean Language, however still many of the knowledge about culture are missing. Based on the result mentioned above, the recommendations are as follows. Firstly, introductions and explanations in grammar part, pictures with reality and unity should be added. New theme and reading, writing content should be added too. As it is possible that the teachers cannot give feedback on the activities and evaluation questions, explanations of the questions should be added in detail in the appendix. New cultural contents should also be added based on the International Standard Curriculum of Korean Language and similar contents should be integrated and rearranged. Students felt difficulty in preparing and studying with the textbook. Learning strategies should be introduced in grammar, expressions, vocabularies, listening and speaking, reading and writing part. Mistakes in translations should be eliminated while the proper nouns should not be translated when they are being introduced. Various styles of voices should be used in speaking and listening part. Making a good use of the internet is also a good way to do so.

TV예능프로그램을 활용한 한국어 관용표현 교육방안 연구 : SBS 예능프로그램 ‘런닝맨’을 대상으로

홍기용 韓國外國語大學校 KFL大學院 2020 국내석사

This study idiomatic expression learning methods using the SBS entertainment program Running Man to learn Korean idiomatic expressions for learners who use English as their native language. The purpose of the program is to identify the effectiveness of the idiomatic expression learning method using the running man, which is the preferred program for learners, by targeting beginners out of 50 learners who use English as their native language to understand the educational effect of the developed learning method. Based on the idiomatic expression learning method using the running man, this study sought to differentiate learners from the existing study in the spring by looking at the factors needed to learn idiomatic expression, and by differentiating from the existing study, the study will develop the preferred learning method for learners and increase the learning effect through it. For foreign learners using English as their native language, the idiom displayed in the Running Man episode aired from January 1, 2018 to December 31, 2018 was summarized and compared to the idiomatic expression shown in the textbooks in use at the actual educational site. Finally, an idiomatic expression of 26 selected and led to a class to learn it in a more effective measures. Effectiveness analysis of the class room designed for learners with native English speakers use 50, experiment group at random 25 25 classified as a comparison group. A comparative analysis the two groups of an idiomatic expression change will screen test scores, the experimental group is pre 3.198 is significant in statistical, rose to 10.382Results. Through these results, we were able to check the effectiveness of learning methods for idiomatic expression using SBS running man. Research has shown that an idiomatic expression of this foreign learners with native English speakers use to the effectiveness using visual data be poles apart is a high learning effect.An idiomatic expression, and than on learning through textbooks that effective learning is through to actual use can be found. In addition, an idiomatic expression is an unfamiliar concept to foreign learners, and difficulty to understand the meaning or actual use of interesting images and materials., with an idiomatic expression for or learning easier and not feel the burden of learning difficulties associated with it because it can be efficient.Education, research continually need to kick in.

이주 노동자의 건강문해력 향상을 위한 과제 중심 교수 방안 연구

배혜진 한국외국어대학교 KFL대학원 2023 국내석사

Migrant workers have a strong personal responsibility for their health. Because they leave their native country and move to other countries for economic activities. As they adapt to changing environments, workplaces, and tasks, they face potential health risks. Hence, health literacy - the ability to understand their health status, access necessary medical services, and make appropriate medical decisions - is crucial for migrant workers. However, according to previous studies, immigrant groups, including migrant workers, have shown low health literacy due to language barriers and cultural differences. As a countermeasure, this study perceived the need to improve the health literacy of migrant workers through Korean language education. Based on previous studies, the study explored the concept of health literacy and task-oriented teaching methods and analyzed their characteristics. Then using the items of the health literacy measurement tool as a standard for analysis, the study investigated the components of health literacy reflected in Korean textbooks: "Sejong Korean", "Aza Aza Korean", and "Standard Korean Textbook". The analysis revealed that while specific components of health literacy are intensively addressed in the Korean textbooks, some components were found to be inadequately covered. Moreover, it was confirmed that the current health literacy components being addressed are not presented in a progressive manner according to the learner's proficiency level. Based on these results, the study suggested specific task-based teaching plans for migrant workers at beginner, intermediate, and advanced levels. Although the validation process to determine the effectiveness of the specific teaching plans proposed in this study on improving health literacy of migrant workers has not been conducted, it is expected that continuous follow-up studies such as the development of educational materials and the establishment of communication strategies to enhance health literacy of migrant workers will be continuously conducted.

영어권 한국어 학습자를 위한 모바일 학습 콘텐츠 연구 : 챗봇 말하기를 중심으로

김가영 韓國外國語大學校 KFL大學院 2023 국내석사

With the development of the 4th industrial revolution, the COVID-19 crisis has accelerated the transformation of the educational paradigm, and beyond Blended Learning, which has demonstrated the utility and convenience of mobile media, independent mobile-based learning has become an essential facet, not merely an optional one. In the field of Korean language, it is not an exception. Independent mobile learning designs are necessary, for the nationality and scope of Korean learners are becoming increasingly more diverse, and for as not only learners with specific purposes such as academics and employment, but also potential learners suitable for mobile will continue to increase in the future depending on the impact of the Korean Wave. Accordingly, based on the utility of chatbot-based language learning, where the availability of language learning has been continuously raised, this study intends to design a single Korean Speaking Course for English-speaking learners leveraging a pre-developed chatbot-based application for L2 learners. Thus, this study could overcome the limitations of previous research so far which have only proposed virtual chatbots or designed and performed fragmentary units and a handful of tasks. This study will also be a springboard for proposing the direction of chatbot technology for future language learning. In order to design independent mobile learning which can be applied in practice, this study established the criteria for learning design based upon the principles of mobile speaking education, and examined the educational effects and functions of chatbot technology and social media. After that, designed the learning time, learning environment, and learning content based on microlearning techniques enhancing learner engagement in mobile learning, NDAE model theory which allows learners to recognize and internalize their own goal expressions and apply them to actual speaking, and functional teaching outlines for the practical application of target grammar. In conclusion, suitability of the actual course was judged by means of the analysis table suggested by the previous study. In addition, a satisfaction survey was conducted on 64 learners to determine the educational effectiveness of the designed course. As a result, 53 out of 64 learners repeatedly listened to native speaker voices for speaking learning, 52 learners learned to follow along, and 55 outof 64 learners answered very positively in response to the question of whether native speech skills are helpful for speaking learning. This confirmed the possibility of independent mobile learning. In addition, in the satisfaction question for the quiz format, which is a learning activity within the chatbot-based lesson, the very negative answers were close to 0%, indicating that chatbot-based quiz activities bore a positive impact on the end goal, speaking learning. Through this, chatbots equipped with speech technology for language learning have been shown to be well suited as a learning tool for speech learning. In addition, in the section addressing whether social-media-based role-playing learning has helped them understand real-world situations, 33 answered "strongly yes" and 22 answered "yes," suggesting that 55 out of 64 learners were helped by learning through social media, suggesting that they could overcome the practicality of speaking, which was a limitation of traditional mobile learning. When it comes to questions related to the content of the study, 28, 36, and 25 respondents respectively responded "strongly yes" to Korean cultural learning, role-playing scenarios, and colloquial expression learning satisfaction, which was found to be helpful for learners through the Korean Speaking Manual, which was written with the goal of "communication skills," to organize role play surrounding grammar and colloquial expressions for actual speaking, as well as to select and arrange the learning content according to the functional teaching syllabus. As such, the study is significant in that it systematically designed the learning time, learning content, and learning environment for the creation of a single-featured, course, and applied it to the actual learner to the point of review, and revealed the possibility of independent mobile speaking learning. It is hoped that this study will serve as a springboard for the research pertaining to the design of Korean language learning content based on artificial intelligence, and that in the future, various technological developments for language learning and systematic content development from a pedagogical perspective will be actively carried out, and a variety of pioneering models of Korean distance education will be developed worldwide.

한국어와 광둥어의 유사성을 활용한 한자어 교육 방안 연구 : 광둥어권 한국어 학습자를 대상으로

Jiang Huishan 韓國外國語大學校 KFL大學院 2022 국내석사

The purpose of this study is to reveal the effect of similarity between Korean and Cantonese on learning Sino-Korean words of Cantonese-Speaking Korean Learners, and to explore ways to educate Sino-Korean words using similarities between Korean and Cantonese. Therefore, in this study similarities between Cantonese and Korean Sino-Korean words were derived through control analysis, and through surveys and experiments, the status of Sino-Korean words learning, patterns of Sino-Korean words use, and understanding of Sino-Korean words were investigated. According to the results of the study, it can be seen that Cantonese-Speaking Korean Learners have never experienced a class where only Sino-Korean words are taught, and that learners have a necessary awareness of Sino-Korean words classes due to the positive and negative influences due to the similarity between Korean and Cantonese. In addition, Cantonese-Speaking Korean Learners can infer Sino-Korean words from Cantonese and improve their understanding of Sino-Korean words. Therefore, according to the similarity between Korean and Cantonese, Sino-Korean words teaching·learning contents were prepared using pronunciation similarity, monosyllabic inclusion and correspondence similarity, correspondence similarity in reverse order, and similarity in meaning, meaning range, and form. In addition, the result of this study is that the influence of Cantonese-Speaking Korean Learners' mother tongue transfer will enable them to learn Sino-Korean words efficiently, and this study is meaningful in reducing the learning burden on learners.

전략기반 학습을 적용한 독학용 한국어 어휘 교재 개발 연구

권다애 韓國外國語大學校 KFL大學院 2022 국내석사

The purpose of this study is to develop Korean vocabulary textbooks that apply strategy-based learning for Korean learners to study Korean vocabulary outside the classroom efficiently to supplement the limited vocabulary learning environment in the Korean classroom. Despite the growing importance of vocabulary education in Korean language education, the proportion of vocabulary in integrated textbooks is small, and learners conduct vocabulary learning outside the classroom to supplement it. In order for self-study to be efficiently carried out, it is necessary to use vocabulary learning strategies. However there are not many studies on textbooks that can help learners who feel difficulty in how to use them. Therefore, in this study, the following textbook composition directions are presented by synthesizing previous studies on learning strategies and the results of integrated textbook analysis based on Strategy-Based-Instruction (SBI). First, the educational purpose and learning goal are set and clearly presented. Second, it allows learners to recognize and reflect on the tendency and preference of their vocabulary learning strategies. Third, it provides a configuration that allows them to understand the learning strategies presented as learning goals and utilize them on their own. Fourth, it presents practical data and communication context for learners to significantly acquire related vocabulary. Fifth, it provides a configuration that can help induce learner motivation. Sixth, it provides information on Korean life and culture. Seventh, it provides an appendix to control learners' behavioral factors. Based on the above seven points, strategy-based teaching activities were applied to the results of analyzing the use of vocabulary learning strategies of previous studies to develop Korean vocabulary textbooks, present the actuality of the unit, and predict the usefulness of the textbooks as follows. First, the strategy of vocabulary learning and its application method are presented to learners through textbooks. Second, it helps learners understand and acquire strategies by applying them directly through practice questions and activities using the proposed vocabulary learning strategy. Third, through various vocabulary learning activities to utilize strategies, learners can learn vocabulary learning strategies and engage in vocabulary learning activities at the same time. Fourth, through repetitive self-inspection and activities, learners find appropriate vocabulary learning strategies for themselves and learn how to apply them to help learners efficiently proceed with vocabulary learning on their own. It can be significant that this study attempted to pursue self-directed vocabulary learning by teaching Korean learners about vocabulary learning strategies and their utilization. Future studies should be more focused on how to apply vocabulary learning strategies to various materials for the effective Korean learning.

『홍루몽』의 문화소 번역 방법과 전략 분석 : 주요 인물에 대한 지칭어⸱호칭어, 관용어 그리고 성어를 중심으로

초고월 韓國外國語大學校 KFL大學院 2021 국내석사

이번 논문은 『홍루몽』에서 네 가지 분류를 통해 문화소 분석 양상을 연구하였다. 이를 위해 우선 고유명사, 문화 특수어, 사회적 특수어, 관용어로 나누었다. 이를 대표하는 종류로 역사적 인물, 지칭어와 호칭어, 비속어, 관용어로 분류하였다. 중국은 문화적 역사적으로 가까운 만큼 다른 언어로 번역할 때에 비해 많은 유사점이 있다는 것을 알 수 있었다. 첫째, 고유 명상의 경우 주석과 삽입을 통한 방식으로 역사적 인물에 대한 TT 독자를 위해 각주를 통해 부가적인 설명을 하고 있지만 각주를 통해 설명을 제공하는 인물에 대한 선택의 기준이 불분명하며, 주요한 인물에 대한 설명이 이루어지지 않는 경우 역시 나타난다. 따라서 이에 대한 통일적 기준이 마련할 필요가 있다. 둘째 직역 번역에 있어 다의어의 경우에 문맥에 따라 인물 사이의 관계에 따라 번역이 이루어진다는 것을 알 수 있다. 또한 지칭어와 호칭어에 있어 한국과 중국은 동일한 문화권으로 한국어와 중국어의 가족과 관련된 호칭어는 다양하고 혈연 관계를 중요하게 생각하면서, 높임말과 낮잡아 부르는 말이 함께 사용되고 있기 때문에 번역 과정에 있어 대응하는 어휘를 찾아 번역할 수 있다는 것이다. 셋째, 비속어의 용어 선택에 있어 각각의 문화소에 대한 고려가 필요하다. 예를 들어 ‘娼妇’와 같은 단어는 여성을 욕하는 단어로 사용된다. 중국과 한국에서 여자에 대한 욕은 ‘성적으로 문란한 여성’을 나타내는 단어로 표현된다. 이는 특히 중국과 한국처럼 유교 문화권에서 가장 요구되는 덕목이었다. 하지만 이런 단어 번역에 있어 ‘화냥년’과 같은 한국어를 사용하는 것은 문화적 요소에 대한 고려가 필요하다. 넷째, 관용어와 성어의 경우에 TT 독자에게 더 정확한 의미를 전달하기 위한 방법을 고려해야 한다. 의미 전달의 측면에서 고려한다면 관용어와 성어 사용에 있어 가까운 의미를 가지고 있는 한국의 관용어와 성어를 사용하는 것이 가장 효과적이라는 것을 알 수 있다. 하지만 이에 대응하는 성어와 관용어가 없을 때는 중국어 독음을 사용하고 주석을 통해 의미를 설명하는 것이 좋은 방법이다. 이번 논문은 『홍루몽』 역사적 인물, 지칭어와 호칭어, 비속어, 성어와 관용어에 대한 번역 양상을 중심으로 분석을 시도하였다. 기존의 분석 중에서 중국 조선족의 번역과 한국의 전문가가 번역한 내용을 비교 분석을 통해 다양한 번역 전략이 사용되고 있으며, 한국과 중국의 문화적 동질성이 이질성에 비해 높다는 것을 알 수 있었다. This paper studied the aspects of cultural analysis through four categories in 『Dream of the Red Chamber』. To this end, we divided them into proper nouns, cultural specialties, social specialties, and idioms. It is classified into historical figures, terms and titles, slang, and idioms. As China is close to cultural history, we can see that there are many similarities compared to translating into other languages. First, in the case of intrinsic meditation, additional explanations are made through footnotes for TT readers of historical figures in a way through annotation and insertion, but the criteria for choice of those who provide explanations through footnotes are unclear, and no explanation of key figures is made. Therefore, it is necessary to establish a unified standard for this. Second, it can be seen that in the case of polysemantic translation, the translation is carried out according to the relationship between the characters according to the context. In addition, Korea and China are in the same culture, and because Korean and Chinese family-related titles are used in combination with high and low terms, they can find and translate corresponding vocabulary in the translation process. Third, consideration of each cultural center is needed in choosing the terminology of slang. For example, a word like ''whore' is used as a word to curse women. In China and Korea, swearing at women is expressed in terms of 'sexually promiscuous women'. This was the most necessary virtue in Confucian culture, especially in China and Korea. However, using Korean language such as 'Hwayangnyeon' in translating these words requires consideration of cultural factors. Fourth, in the case of idioms and idioms, we need to consider ways to convey a more accurate meaning to TT readers. Considering in terms of meaning transfer, it is most effective to use Korean idioms and idioms, which have close meanings in the use of idioms and idioms. However, when there are no corresponding idioms and idioms, it is a good idea to use Chinese reading and explain the meaning through annotations. This paper attempted to analyze the historical figures of 『Dream of the Red Chamber』, the translation patterns of the terms, titles, slang, and idioms. Among the existing analyses, various translation strategies are used through comparative analysis of the translation of Chinese ethnic Koreans and Korean experts, and cultural homogeneity between Korea and China is higher than heterogeneity.

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.