K-드라마 <도깨비: 쓸쓸하고 찬란하神>의 영어 제목 번역연구: 기술번역학(DTS)적 접근

김해린 서울여자대학교 일반대학원인문계열 2024 국내석사

본 논문은 OTT 플랫폼 시대에 과거부터 현재까지 제작된 K-Drama가 부상하면서 떠 오른 번역에 대한 문제를 고찰하며, 그중에서 K-드라마 <도깨비: 쓸쓸하고 찬란하神, 2016> 제목 번역에 초점을 둔다. 연구의 배경은 영미문화권에서 주로 사용하는 OTT 플랫폼에 등록된 <도깨비: 쓸쓸하고 찬란하神>의 제목을 조사한 결과, 모두 상이하게 등록되었고 영어 자막에서 ‘도깨비’가 모두 ‘Goblin’으로 번역되어 수용 문화권 시청자의 혼란을 가중시킨 점에 있다. 이러한 문제를 검토하기 위해 한국 전통 설화 도깨비, 영문학 작품 속 Goblin, 드라마 <도깨비>의 주인공 김신을 분석하고 비교하며, 영미문화권에서 사용하는 OTT 플랫폼의 영어 제목 번역 대안을 제시한다. 대안 마련을 위해 번역 작업에서 의사결정과정을 중시하는 기드온 뚜리의 기술번역학(DTS)의 이론에 따라 영미문화권에 맞는 규준(Norm)인 선행적 규준과 수행적 규준을 설정하고 적합성(adequacy)과 용인성(acceptability)을 고려하여 <도깨비: 쓸쓸하고 찬란하神>의 주제목과 부제목을 도출한다. The present study investigates the issue of K-Drama title translation in English OTT platforms, especially focusing on K-Drama 〈Dokkaebi〉 (TV Series 2016–2017). The study researched the registered English title in English cultural OTT platforms and examined an issue that the original title and subtitle have been translated into different words. Furthermore, the issue resulted in making English audiences confused of the hero character. Considering the issue of English title translation, this paper describes characters by comparing among Dokkaebi in Korean folklore, Goblin in English literature, and Kim Shin in K-Drama 〈Dokkaebi〉 and suggests the English title translations, approaching to process-oriented Descriptive Translation Studies (DTS). Therefore, the study identifies the new English title and subtitle translations and demonstrates translation norms of ‘Preliminary norms’ and ‘Operational norms’ in accordance with the terms of adequacy and acceptability introduced by Gideon Toury through decision-making process for English culture and audiences.

베트남인 학습자의 한국어 겹받침 발음 오류에 관한 연구 : 중급 학습자를 중심으로

도티투항 서울여자대학교 일반대학원인문계열 2024 국내석사

본 논문은 베트남인 중급 한국어 학습자를 대상으로 하여, 한국어 겹받침 발음에서 나타나는 오류를 조사 및 분석한 연구이다. 이를 통해서 베트남인 한국어 중급 학습자의 한국어 발음에서 보이는 오류의 유형을 나누고, 정리를 바탕으로 오류의 원인을 찾고자 한다. 본고에서는 베트남인 한국어 학습자의 한국어 발음 오류를 살피기 위해 한국어 겹받침 11개“ㄳ, ㄵ, ㄶ, ㄺ, ㄻ, ㄼ, ㄽ, ㄾ, ㄿ, ㅀ, ㅄ”를 연구 대상으로 삼는다. 본 연구의 겹받침 발음 조사 대상은 한국어 중급 수준의 학습자인 베트남 유학생이다. 중급 학습자들이 초급 단계에서 배운 한국어의 겹받침과 음운현상을 어느 정도 이해하고 적용하고 있는지 알아보기 위해, 20명의 베트남 학습자를 연구 대상으로 선택했다. 발음 조사는 한국어 겹받침 발음과 관련된 선택 실험으로 진행되며, 실험의 결과를 바탕으로 베트남인 한국어 중급 학습자들의 겹받침 발음 오류의 유형과 원인을 모색할 것이다.

스마트미디어 중독예방을 위한 부모교육 내용연구 : 애착 이론과 자기 심리학을 중심으로

김수영 서울여자대학교 일반대학원인문계열 2024 국내박사

본 연구는 스마트미디어 중독 예방을 위한 부모교육을 위한 애착이론과 자기심리에 관한 것이다. 인터넷 중독은 인터넷을 플랫폼으로 하여 '어떤 특정 콘텐츠'에 대한 과도한 몰입과 의존으로 설명된다. 그러나 인터넷은 단순히 콘텐츠를 담는 도구 이상의 의미를 지닌다. 논란의 여지가 있지만 문제적이고 중독성 있는 스마트미디어의 활용은 개인의 정서적, 사회적 취약성의 원인 또는 결과로 작용하고 있으며, 여전히 아동과 부모, 부부, 학생과 교사 간 갈등의 심각한 원인이 되고 있다. 이러한 갈등을 경험하는 부모-자녀들이 상담치료 현장으로 유입되고 있어 예방적, 교육적 고민과 대안이 요구되고 있다. 자녀들은 입시위주의 교육, 여가활동 부족, 게임 등 미디어 자체의 매력을 과도한 사용의 원인으로 여기지만, 부모들은 스마트 미디어를 학업과 진학에 부정적인 영향을 미칠 것으로 보고 있어, 이러한 관점의 차이는 부모-자녀 간의 갈등이 되고, 그 고통은 오롯이 가족만의 몫이 되었다. 선행연구에서 연구자가 상담현장에서 경험하고 목격한 바와 같이 부모와 자녀 간의 긍정적 의사소통 방식이 스마트미디어의 중독적 사용에 대한 보호요인으로 작용한다는 점이 본 연구의 동기가 되었으며, 자녀의 인터넷 및 스마트미디어 중독과 관련된 이슈에 대해 다학제적 관점을 수용하였지만 중독적 사용의 원인과 결과, 치료 및 회복과 관련된 부모(보호자) 개입의 중요성에 대해서 강조하는 바는 다음과 같다. 중독은 자기조절의 문제이며, 스마트미디어는 다른 중독과 달리 시대적응, 문화적, 사회적 '변화'의 문제이므로 일방적인 조절보다는 자녀의 자기조절 능력을 촉진하는 양육이 필요하다는 것이다. 본 연구는 선행연구를 통해 문헌을 분석하고, 연구자의 임상경험을 바탕으로 부모교육에 필요한 중요한 변수를 추출하여 연구자 개인의 임상경험을 인터넷 관련 행동중독, 신경생물학, 애착이론, 자기심리학 등 다학제적 관점과 통합하였다. 이를 통해 부모를 위한 교육내용을 구성하고 대안을 제시하고자 하였다. 연구내용은 다음과 같다. 인터넷게임과 스마트미디어의 과도한 이용, 중독, 부적응, 가정갈등 등을 부모/보호자(이하 부모)의 개인적 고통을 넘어 사회적 문제로 이해하고, 이를 예방하는 가장 근본적이고 적극적인 주체로 '부모의 개입'을 주목하였다. 시대적, 문화적 함의를 충분히 확보하면서 사회와 지역사회의 근간인 가정에서의 부모교육을 위한 철학적 자료로 활용되기를 기대하였고, 이는 상담 분야에서 다루어져야 할 의미 있는 주제가 될 것으로 기대한다. 인터넷 관련 행동중독 문제에 있어 부모의 개입, 즉 예방 및 보호요인의 가치를 애착이론과 자기심리학을 통해 살펴보고, 아동의 자기결정성을 존중하는 긍정적 훈육을 재조명하여 강조하고, 이에 대한 공동체의 신학적 책임도 고려하였다. 마지막으로, 연구결과로서의 교육내용을 간략히 요약하고 전문가의 조언과 참여자 피드백 내용에 대한 연구자의 평가를 제시하였으며, 연구의 제한점과 의의를 설명하고 추후 연구를 위한 방향을 제시하였다. The study is about attachment theory and self-psychology for parental education to prevent smart media addiction. Internet addiction is explained by excessive immersion and dependence on 'some specific content' with the Internet as a platform. However, the Internet is more than just a tool for containing content. Although controversial, the use of problematic and addictive smart media acts as a cause or effect of individual emotional and social vulnerability, and is still a serious cause of conflict between children and parents, couples, students and teachers. As parents-children experiencing these conflicts are flowing into the counseling treatment field, preventive and educational concerns and alternatives are required. Children consider the attractiveness of the media itself, such as entrance exam-oriented education, lack of leisure activities, and games, as the cause of excessive use, but parents believe that smart media will negatively affect their studies and advancement, so the difference in these perspectives becomes a conflict between parents and children, and the pain is solely down to the family. The study was motivated by the fact that the positive communication method between parents and children acts as a protective factor for the addictive use of smart media, as researchers experienced and witnessed in previous studies, and accepted a multidisciplinary perspective on issues related to children's addiction to the Internet and smart media, but emphasized the importance of parental (guardian) intervention related to the cause and effect of addictive use, treatment and recovery as follows. Addiction is a matter of self-regulation, and unlike other addictions, smart media is a matter of time adaptation, cultural, and social 'change', so parenting that promotes children's self-regulation is necessary rather than unilateral regulation. This study analyzed the literature through prior research, extracted important variables necessary for parental education based on the researcher's clinical experience, and integrated the researcher's individual clinical experience with a multidisciplinary perspective such as Internet-related behavioral addiction, neurobiology, attachment theory, and self-psychology. Through this, we tried to construct educational content for parents and suggest alternatives. The research contents are as follows. Excessive use of Internet games and smart media, addiction, maladjustment, and family conflict were understood as social problems beyond the personal pain of parents/guardians (hereinafter referred to as parents), and 'parent intervention' was noted as the most fundamental and active subject to prevent this. It was expected to be used as philosophical data for parental education at home, the basis of society and local communities, while sufficiently securing the implications of the times, and this is expected to be a meaningful topic to be dealt with in the field of counseling. In Internet-related behavioral addiction issues, parental intervention, that is, the value of prevention and protection factors, was examined through attachment theory and self-psychology, and positive discipline that respects children's self-determination was re-examined and emphasized, and the theological responsibility of the community was also considered. Finally, the educational content as a research result was briefly summarized, the researcher's evaluation of expert advice and participant feedback was presented, the limitations and significance of the study were explained, and directions for future research were suggested.

한국어교육을 위한 ‘되다’ 피동의 교육 내용 연구 : 화용 기능을 중심으로

홍지수 서울여자대학교 일반대학원인문계열 2024 국내석사

The paper is significant in that it has discovered how frequently the conversation function of ‘되다’passive is used in the actual language life of the Korean native speaker for Korean language education. Passive is a grammar commonly used by Koreans. This means that foreign students learning Korean are also frequently exposed to various passive expressions in the process of learning Korean. Nevertheless, many foreign students still have difficulty using the Korean passive skillfully. In order to solve this problem, foreign students need to know when and how to use the passive when speaking or writing in Korean. In other words, they need to learn about the pragmatic function of the Korean passive. The paper focused on the ‘되다’passive among the various types of Korean passive. This is because the ‘되다’passive is the most commonly used expression of Korean passive. First of all, the paper reviewed the discussions of previous studies on the pragmatic function of Korean passive. It was confirmed that there are three of the pragmatic functions of the Korean passive: ‘presenting the topic’, ‘continuing the topic’, and ‘avoiding responsibility’. And in relation to ‘되다’passive, Koreans were using these pragmatic functions in the order of ‘continuing the topic’, ‘avoiding responsibility’, and ‘presenting the topic’. In addition, using the Discourse Completion Test (DCT), it was confirmed through comparison with Korean native speakers whether foreign students properly understood and used the pragmatic function of passive Korean. As a result of experiments using DCT, it was found that foreign students did not utilize the pragmatic function of the ‘되다’passive as skillfully as Korean native speakers. And lastly, in order to understand the current status of Korean language education, the pragmatic information contained in the educational contents of the ‘되다’passive in the Korean language textbook was analyzed. Key words: ‘되다’passive, pragmatic functions, Korean passive, Korean language education

한국어 선어말어미 ‘-었-’ 교육을 위한 교재 내용 연구

한성은 서울여자대학교 일반대학원인문계열 2024 국내석사

This study aims to analyze the contents of Korean textbooks for effective education of the Korean pre-final ending ‘-었-’. Furthermore, it will explore the patterns of errors in the usage of ‘-었-’ made by Korean language learners and identify issues associated with their use of ‘-었-’. Examining how learners tend to use ‘-었-’ and the errors they make provides essential information for organizing educational content. In Korean language education, ‘-었-’ is primarily taught at the beginner level as the ending representing the past tense. However, despite being introduced at the elementary stage, errors and unnatural usage of ‘-었-’ persist among advanced learners. The reason Korean language learners consistently produce errors related to ‘-었-’ is because there are various uses of ‘-었-’ that are not simply seen as representing the past tense. ‘-었-’ performs a compound function involving not only the meaning function of tense but also the aspects of aspect and modality. However, learners tend to predominantly understand and use it within the category of tense, leading to difficulties in its usage. This suggests that many Korean language learners might not have been adequately provided with content related to the various functions of ‘-었-’ in the Korean textbooks commonly used by them. The analysis revealed several shortcomings in the content of the textbooks. Generally, Korean language textbooks provide explicit instruction on the function of ‘-었-’ only when introduced as an expression indicating the past tense during the early stages of learning. After this initial introduction, there is no further coverage of the topic. In other words, learners are required to self-learn the various functions of ‘-었-’ beyond its past tense meaning. Additionally, there is a lack of consistency in the description of the combination of connective endings and ‘-었-’ across different textbooks. In the case of adnominal endings, there was insufficient explanation regarding the distinctions among similar items such as ‘-(으)ㄴ, -던, -었던’. After the textbook analysis, various error sentences generated by learners were categorized by error type, exploring the patterns, causes, and suggested remedies for each type. Errors were primarily classified into ‘omission’, ‘addition’, ‘misformation’, and ‘substitution’. Specifically, omission errors were prevalent before the sentence-ending particles, omission and addition errors were common before connective endings, and substitution errors were frequent before sentence-final endings. The omission of ‘-었-’ before the sentence-ending particles appears to be influenced by the characteristics of language learners lacking tense morphemes, and the various semantic functions of ‘-었-’. Moreover, most omission/addition errors before the connective ending can be attributed to issues related to the connective ending combined with ‘-었-’. This is because interpreting tense in conjunction sentences requires considering not only the utterance itself but also its relationship with the subsequent clause, the temporality of the connective ending, and the constraints of the preceding ending. The errors that occurred before the transformative endings were mainly instances where similar items, ‘-(으)ㄴ, -던, -었던’ were interchangeably used. They are frequently replaced and used because of their many similarities. However, even when they are not interchangeable, learners may not be familiar with the differences in meaning between them, leading to errors in choosing an inconsistent expression. The discussions presented earlier have been summarized to propose effective teaching strategies for the pre-final ending ‘-었-’. During the early stages of learning, emphasize the past tense usage of ‘-었-’. In the early stages of learning, teach vocabulary that can indicate temporal positions along with individual tense items. Continuously expose learners to examples in the textbook where state verbs are combined with ‘-었-’. After the beginner stage, explicitly address the meaning of 'perfective aspect' inherent in ‘-었-’. Present ‘-었-’ serving the modality function as vocabulary phrases and chunks. When teaching connective endings, explicitly present the constraints of pre-ending particles. The endings that result in different meanings due to the combination with ‘-었-’ are presented by comparing the meaning differences based on the presence or absence of ‘-었-’. Enable strategic use of time adverbs according to the learning stage.