The Subject’s Absence Or Absent Subject: Re-read Kim Ki-Duk’s 3-Iron

황쩐훼이 한국영화학회 2022 영화연구 Vol.- No.93

This article attempts to situate Kim Ki-Duk’s 3-Iron within the Korean cultural context to explore how Kim constructs and represents the silent and speaking subject, the subject’s space, as well as the process of Sun-hwa’s subject formation. First, this article argues that Kim endows “things” and power-holding subjects with a speaking position; Sun-hwa has a speaking position only when she becomes a subject. Second, Kim presents the subject’s empty and heterotopic space—has been disintegrated and encroached upon by compressed modernity and the neoliberal capitalist system. Finally, Sun-hwa is successfully interpellated onto a subject and subject’s position (from a “whore” to a homemaker; from a being “looked at” and “desired” as well as a masochistic object to a speaking subject), filling the void of the empty house, filling the modern void; she turns the “empty house” into a home. In addition, the article also argues that Sun-hwa’s shift in identity seems to suggest that Kim has completed his transformation from an object to a subject; allegorically, it seemingly could also connote South Korea’s national identity shift from a divided nation to a new sovereign state, from a colonial object to a “subject” in its own right.

Speaking Subjects and Surplus Objects: Womanly Words in Dickens and Gaskell

( Fang Li ) 한국영어영문학회 2011 영어 영문학 Vol.57 No.3

The word "subject," like its apparent antonym "agent" is ambiguous. By "speaking subject" I intend both meanings: the spoken about, and the speaker, and the spoken about, in more or less that order. The paper contrasts the way women are spoken about in the 19th Century debate over the role of women between John Ruskin and John Mill, and then in literary criticism of feminists nearer our own time, Kate Millet and Elizabeth Langland. I then move on to women as speaking subjects, first in the form of an imaginary speaking subject created by a male speaker, Charles Dickens channeling the confessional journal of Esther Summerson in Bleak House. The comparison with Elizabeth Gaskell, a genuine speaking subject, is highly instructive. I draw attention to symmetrical, in the sense of opposite, narrative strategies. Where Dickens begins in journalese, with a gritty, realistic opening that only gradually reveals a Cinderella in the ashes, Gaskell begins with a nursery rhyme, in an actual nursery, but goes on to reveal some rather sordid economic facts. Where Dickens creates a ventriloquist`s doll, Gaskell succeeds in creating recognizable, if not always admirable, female voices. I conclude that just as the novel may be read as a real utterance in a real conversation, it is also possible to read the true emergence of women novelists in the 19th Century as nothing more and nothing less than the creation of the first truly womanly words about women: women as speaking subjects in both senses of the word.

Speaking Subjects and Surplus Objects: Womanly Words in Dickens and Gaskell

팡리 한국영어영문학회 2011 영어 영문학 Vol.57 No.3

The word “subject,” like its apparent antonym “agent” is ambiguous. By “speaking subject” I intend both meanings: the spoken about, and the speaker, and the spoken about, in more or less that order. The paper contrasts the way women are spoken about in the 19th Century debate over the role of women between John Ruskin and John Mill, and then in literary criticism of feminists nearer our own time, Kate Millet and Elizabeth Langland. I then move on to women as speaking subjects, first in the form of an imaginary speaking subject created by a male speaker,Charles Dickens channeling the confessional journal of Esther Summerson in Bleak House. The comparison with Elizabeth Gaskell, a genuine speaking subject, is highly instructive. I draw attention to symmetrical,in the sense of opposite, narrative strategies. Where Dickens begins in journalese, with a gritty, realistic opening that only gradually reveals a Cinderella in the ashes, Gaskell begins with a nursery rhyme, in an actual nursery, but goes on to reveal some rather sordid economic facts. Where Dickens creates a ventriloquist’s doll, Gaskell succeeds in creating recognizable, if not always admirable, female voices. I conclude that just as the novel may be read as a real utterance in a real conversation,it is also possible to read the true emergence of women novelists in the 19th Century as nothing more and nothing less than the creation of the first truly womanly words about women: women as speaking subjects in both senses of the word.

스페인어권 초⋅중급 한국어 학습자의 한국어 주어 사용 양상 연구 - 학습자 문어 말뭉치 분석을 중심으로 -

오세원 연세대학교 언어연구교육원 한국어학당 2023 외국어로서의 한국어교육 Vol.68 No.-

The purpose of this paper is to inspect the subject usage patterns of Korean sentences appearing in the writings of beginner to intermediate Spanish-speaking Korean learners, and to find out aspects to be considered in how to teach Korean in order to educate them to produce natural written Korean. As a result of analyzing the Korean learners’ written corpus, in the case of the first-person subject, the pattern of subject ellipsis in a condition where subject has no recoverability was noticeable. In the case of the thirdperson subject, it was noticeable that the same subject was omitted without understanding the stage transition in discourse. The secondperson subject was used infrequently, therefore any tendency could not be confirmed, however no special usage error was found. In order to help Spanish-speaking Korean learners to produce natural written Korean, it is necessary to enable learners to recognize the differences between Spanish and Korean that the environment in which subject ellipsis can occur in Spanish is wider than in Korean. In addition, it was suggested that the subject usage be taught by distinguishing the grammatical person of the subject. 본고는 스페인어권 초‧중급 한국어 학습자의 작문 자료에서 나타나는 한국어 문장의 주어 사용 양상을 확인하고, 이들이 보다 자연스러운 한국어를 생산하도록 교육하기 위해서는 어떤 부분이 교육 상황에서 강조되어야 하는지를 살피는 것을 목적으로 한다. 이를 위해 학습자 문어 말뭉치를 살펴본 결과, 스페인어권 한국어 학습자의 작문에서는 1인칭 주어의 경우, 회복가능성이 없는 상태에서 주어를 생략시키는 양상이 두드러졌다. 3인칭 주어의 경우, 담화상의 무대 전환에 대한 이해 없이 동일한 주어라면 일단 생략을 시키는 양상이 두드러졌다. 2인칭 주어는 드물게 사용되어 어떤 경향을 확인할 수는 없었으나, 특별한 사용상의 오류는 발견되지 않았다. 본고는 스페인어권 한국어 학습자들이 보다 자연스러운 한국어 문어를 산출할 수 있도록 돕기 위해서 스페인어의 주어 생략 환경이 한국어의 그것보다 더 넓다는 점을 학습자들로 하여금 정확하게 인지시킬 것을 제안하였다. 또한 주어의 인칭을 구별하여 주어 사용을 교육할 것을 제안하였다.

초기 한국 기독교의 교육공간과 말하는 주체의 탄생

이숙진 한국기독교교육학회 2020 기독교교육논총 Vol.0 No.62

This paper aims to explore the nature of the making of speaking subject in early Korean Protestantism, focusing on the educational spaces for women. Traditional women could become a speaking subject through various educational programs provided by Protestantism in modern Korea. Especially three kinds of educational space played the crucial role of making women a speaking subject. The first was Bible class established for women in rural areas. Since most Korean women were unable to read and write, Protestant churches taught them Hangul[Korean alphabet] before teaching the Bible. Korean women studied the Bible in Bible class, Women's Bible School, and Women's High Bible School. Through this education, traditional women were liberated from the world of ignorance and obedience, and then become a speaking subject. The second was speeches and discussions that have emerged in institutional spaces such as mission schools for girls and women's organizations. Students at mission school were able to learn how to express their opinions by way of public speaking and discussion classes. Women were able to become speaking subjects in the process of learning such techniques of modern language. At that time, representative discussion spaces were Lee Mun-hoe, Joyce Chapter, and YWCA. The third was testimony and dialect. Unlike sermons and public prayers, which were only allowed to male elites, testimony and dialectics are a form of speech that transcends gender or status constraints. Especially in the space of the revival movement, women confirmed their dignity through active testimony, and their religious identity was strengthened in the process. Dialect also served as the language of liberation for women suffered and alienated from male-dominant culture. Dialect is a device that exercises the right to speak against transcendental authority. Furthermore, in Protestantism of early modern Korea, the speaking subject's act of speech was elevated beyond personal matters to social issues, women's issues, and ethnic issues. 이 논문의 목적은 한국 여성들이 기독교가 마련한 교육공간을 통해 ‘말하는 주체’로 거듭난 경로를 추적하고 그 효과를 규명하는 데 있다. 초기 기독교는 문자교육을 수반한 성경공부, 연설과 토론으로 대변되는 근대적 발화양식, 간증과 방언으로 대변되는 기독교 고유의 발화양식 등 세 경로를 통해 여성을 ‘말하는 주체’로 세울 수 있었다. 첫째 경로는 여자사경회인데, 농어촌 지역의 여성들은 이를 매개로 문자의 세계로 진입하면서 무지와 묵종의 세계에서 벗어날 수 있었다. 둘째 경로는 기독교계 여성교육 기관이 마련한 연설과 토론공간이다. 이화학당의 이문회(以文會), 감리교 여자청년회인 조이스회(Joyce Chapter), 여성단체인 YWCA 등에서 여성들은 근대적 언어구사의 테크닉을 배우면서 말하는 주체로 거듭날 수 있었다. 셋째 경로는 기독교 고유의 발화양식인 간증과 방언이다. 남성 엘리트에게만 허용되었던 설교나 공중기도와 달리, 간증과 방언은 성별이나 신분의 제약을 초월하는 발화양식이다. 여성들은 적극적인 간증 행위를 통해 자신의 존엄을 확인하였고, 일종의 해체적 언술 행위인 방언을 매개로 초월적 권위에 기대어 말할 권리를 행사할 수 있었다. 이렇듯 기독교가 마련한 교육공간을 통과하면서 여성들은 자신들이 겪는 고통이 운명 탓이 아니라 사회적 구조나 오랜 악습 때문임을 깨닫고 여성의 교육권과 재산권을 주장하는 ‘말하는 주체’가 되었다. 지난 30여 년 동안 활발했던 신여성 연구에서는 여성주체 형성의 장치였던 기독교의 영향력에 대해 간과하는 경향이 있었다. 초기 한국 기독교 교육공간에는 여성을 말하는 주체로 세우는 다양한 언술장치가 있었고, 이는 여성들의 공적 발화에 선도적 역할을 하였음을 밝힌 이 글은 그간의 근대여성 연구의 지평을 보완, 확장한다는 점에서 의의가 있다.

언어 네트워크 분석을 활용한 2015 개정 교육과정 ‘화법과 작문’의 통합형 교수 학습 방안 탐색

최숙기 한국작문학회 2017 작문연구 Vol.0 No.35

The aim of this study is to explore the integrated learning way of ‘Speaking and Writing’ Subject on the 2015 revised national curriculum. For this purpose, this study is applied the semantic network analysis method targeting 24 statements of achievement standards of ‘Speaking and Writing’ subject and the relation betweens achievement standards and subject competencies on ‘Speaking and Writing’ subject. As a result, 1) it is revealed that ‘communication competency’ shows great influence and forms strong network throughout another subjects competencies. 2) the result of visual mapping revealed the closed relation of ‘data·information utilization competency’ and ‘critical·creative thinking competency’. 3) central analysis result of 24 statements of achievement standards of ‘Speaking andusageing’ showed that ‘communcation’, ‘convention’, ‘community’, ‘context condsideration’, ‘context’, ‘strategy’. ‘ego’ are key integrated maditating ingrements to teach ‘Speaking and Writing’ Subject. 4) the result of visual mapping revealed the closed relation of ‘context’ and ‘strategy’ and this result implicate that integrated teaching method based on ‘context’ and ‘strategy’ are effective when teach ‘Speaking and Writing’ subject. 본 연구에서는 2015 개정 교육과정 고교 선택 과목인 '화법과 작문'의 통합형 교수 학습 방안을 모색하기 위해 언어 네트워크 분석(Semantic Network Analysis)을 적용하고자 한다. 이를 위해 언어 네트워크 분석을 활용하여 2015 개정 교육과정의 ‘화법과 작문’ 교육과정에서 지향하고 있는 국어 교과 역량과 ‘화법과 작문’ 성취기준과의 관계와 ‘화법과 작문’의 24개 성취기준들의 핵심 학습 요소를 바탕으로 ‘화법과 작문’의 통합형 교수·학습 방안을 탐색하였다. 분석 결과를 바탕으로 한 논의는 다음과 같다. 첫째, 국어 교과 역량에 대한 중심성 분석 결과, 의사소통 역량이 가장 핵심적인 통합 매개 역량으로 나타났고, 공동체 대인관계 역량 역시 타 교과 역량과의 유의미한 관계가 나타나 이 두 역량을 반영한 통합 지도 방안을 모색할 수 있다. 둘째, 국어 교과 역량에 대한 시각화 맵핑 분석 결과, 자료·정보 활용 역량과 비판적·창의적 사고 역량과의 밀접한 개념 관계를 고려하여 통합 지도하는 방안을 모색할 수 있다. 셋째, 학습 내용 요소에 대한 중심성 분석 결과, ‘의사소통’이나 ‘관습’, ‘공동체’, ‘맥락 고려’, ‘상황’, ‘전략’, ‘자아’를 중심으로 통합 지도하는 방안을 모색할 수 있다. 넷째, 학습 내용 요소에 대한 시각화 맵핑 분석 결과, ‘상황’과 ‘전략’ 간의 밀접한 개념 관계를 고려하여 통합 지도하는 방안을 모색할 수 있다.

종교적 주체, 평화의 주체로서의 여성

안연희 한국평화종교학회 2020 평화와 종교 Vol.0 No.10

이 글은 종교사의 남성중심주의가 여성운동이 궁극적으로 지향해온 ‘평화’에 어떤 문제를 제기하는지 살펴보고, 여성의 종교적 주체성 회복이 여성평화운동의 흐름에 중요한 전기가 될 수 있음을 논하였다. 종교사의 남성중심주의는 종교경전 및 텍스트에서 여성의 목소리와 기록/기억의 결여, 그리고 종교 의례나 지도체제와 같은 종교적 권위의 장에서 여성을 배제함으로써 여성을 차별하고 억압하는 문화의 요인이 되어 왔다. 따라서 남성중심주의, 젠더위계주의가 두드러졌던 종교사 속에서 발휘되지 못하였던 여성의 종교적 주체성은 여성의 공적인 말하기, 권위 있는 기록과 기억의 주체되기, 종교적 지도력 발휘를 통해 회복될 수 있을 것이다. 현재 세계평화통일가정연합의 전 세계 교단과 조직, 신자들을 이끌고 있는 종교지도자이며, 세계평화여성연합의 창설자이기도 한 한학자 총재의 종교적 언설과 리더십은 그러한 여성의 종교적 주체성 회복에 측면에서 주목할 만하다. 종교적 권위의 장에서 말하는 주체, 실천적 주체로서 드러난 한학자 총재의 종교적 리더십과 평화운동은 종교적 주체로서 평화의 주체가 되는 여성의 모습을 종교사에 회복시키는 의미 있는 사례이다. 이를 통해 종교사 속에서 대상화되고 주변화된 여성이 종교적 주체로서 적극적인 목소리를 내고, 궁극적 실재관 및 종교교리와 상징에서도 양성평등적인 차원을 회복하여 균형을 맞추는 여성 종교지도자의 모습을 볼 수 있다. 한학자 총재의 종교적 언설과 실천이 보여주는 종교적 주체성은 종교사적으로 중요한 일보라고 평가된다. 또한 이는 여성이 이 시대 평화의 주체로서 이상적 미래와 평화문명을 실현하는데 기여할 수 있는 여성의 적극적 평화운동을 촉진하는 행보가 될 수 있으리라 기대한다. This article examines what issues the androcentrism and gender hierarchy in religious history raises to the “peace” that the women’s movement has ultimately pursued, and discusses that the restoration of female subject in religion can be an turning point in the flow of the women’s peace movement. Androcentrism in religious history has become an important factor in the culture that discriminates against and oppresses women by excluding women from their voices and lack of record/memory in religious scriptures and texts, and from areas of religious authority such as religious rites and leadership systems. come. Therefore, the religious subjectivity of women, which was not exerted in the religious history in which androcentrism and gender hierarchy were prominent, could be restored through women’s public speaking, being the subject of authoritative records and memories, and exerting religious leadership. The religious statements and leadership of co-founder Han Hak-ja, who is currently leading organizations and believers of Family Federation for World Peace and Unification(FFWPU) all over the world, and the founder of Women’s Federation for World Peace(WFWP), are remarkable in terms of the recovery of such women’s religious subjectivity. The religious leadership and peace movement of Han Hak-ja, revealed as a speaking subject and acting subject in the field of religious authority, is a meaningful example of restoring the image of a woman who becomes the subject of peace as a religious subject in religious history. Through this, we can confirm the image of a female religious leader who makes a positive voice as a religious subject, and restores and balances gender equality in the ultimate view of reality and religious doctrines and symbols, escaping from the position of an objectified and marginalized woman in the history of religion. Religious subjectivity shown by these religious statements and practices of Han Hak-ja is an important trajectory in religious history, and It is expected that it will be a driving force for active peace movements of women who take the lead in realizing an ideal future and a peaceful civilization as the subject of peace.

『내가 죽어 누워 있을 때』 : 비천한 어머니의 기호계와 말하는 주체

최현숙 ( Choi¸ Hyun-sook ) 동국대학교 영어권문화연구소 2016 영어권문화연구 Vol.9 No.1

The purpose of this paper is to explore an abject mother and the interrelation between the semiotic and a speaking subject in William Faulkner's As I Lay Dying. William Faulkner centers dying(dead) Addie Bundren's monologue in the text. Her maternal authority, which embodies the semiotic, violates the border of the symbolic and disrupts the identity of a symbolic subject. As Addie's corpse breaks all of the boundaries and seriously has an effect on the Bundrens, the influence of the semiotic is found in the identity of her children and their use of poetic language. During the funeral the children underwent hardships by water, which this abject mother wields. Among the children Dewey Dell and Darl's monologues show the crisis of the eruption of the semiotic within a speaking subject. The self must give up their maternal body in order to enter the symbolic world, while Julia Kristeva claims the mother never be eliminated from the symbolic subject. In a case of Dewey Dell and Darl, their use of poetic language proves a threat of the semiotic. Although Faulkner represents the subversive power of abject mother through Addie, he doesn't simply give the semiotic a priority over the symbolic, but emphasizes the balance of the two. According to Kristeva, the semiotic system that proves a speaking subject, which has a creative power, ultimately leads to the signifying process of a subject. Therefore, Faulkner realizes the revolution of a poetic subject through Cash's transfiguration process; his reaction to the music mirrors well that he releases the pulse and rhythm of the semiotic into his rigid symbolic subject. A speaking subject should be the one who creates the signifying process of an artistic revolution controlling and accepting the impulse of the semiotic flexibly not being buried in the extremes of the semiotic or symbolic. In the end Cash replaces Darl as a speaker of the novel to place himself on the symbolic world.

한국어의 1·2인칭 주어 생략 현상에 대한 재고

이나라(Lee, Narah) 담화·인지언어학회 2014 담화와 인지 Vol.21 No.3

The present study aims to shed light on the pragmatic meanings of the overt expressions of the first and second person subjects in modern spoken Korean. As a pro-drop language, Korean omits its first and second person subjects in approximately 70-80% of cases. This phenomenon of ‘subject omission’ has been studied mostly at syntactic level in Korean linguistics. However, a discourse analytic approach could provide more diverse explanations for the phenomenon, particularly in the cases where subjects are overtly expressed, rather than omitted. In this study, I investigate the distribution of overtly expressed first and second person subjects in a Korean spoken corpus and attempt to refine our understanding of the pragmatic and sociolinguistic effects of the overt expression of first and second person subjects. The results show that there are age and gender is related to the distribution of first and second person subject expressions and on the occurrence of various person references. I argue that Korean speakers tend to utilise the overt first and second person subjects to display their social relationships and thereby convey their pragmatic intentions such as expressing intimacy.

‘말하는 주체’와 (상호)주체성: 에밀 벵베니스트를 중심으로

노희진,서종석 한국외국어대학교 언어연구소 2023 언어와 언어학 Vol.- No.99

This study explores and reveals the essence of the concept of “subject” that forms the basis of Émile Benveniste’s theory of enunciation, particularly the characteristics of the concept of “speaking subject.” To this end, Benveniste’s theoretical position on subjectivity and intersubjectivity between the first and second personal pronouns is examined and brings together related elements scattered in Volumes 1 and 2 of his major work, Problèmes de Linguistique Générale. This study concludes that for Benveniste, the concept of “subject” is closely related to the interaction of three elements, human, speaker, and subject, centered on language, as well as anthropological factors, such as society and culture. Therefore, Benveniste’s linguistics is based on the anthropocentric foundation of “man in language” and ultimately leads to the consideration of humanity.