It is very important to have children acquire 'vocabulary (語彙)’ in various meaning fields in order to develop their cognitive ability and thinking skills. to acquire vocabulary learning, active experience such as reading fairy tales as well as g...
It is very important to have children acquire 'vocabulary (語彙)’ in various meaning fields in order to develop their cognitive ability and thinking skills. to acquire vocabulary learning, active experience such as reading fairy tales as well as general learning, which influences lingual development and emotional development. Thus, it seems necessary to derive basic vocabulary for developmental stag in each language and have them contact them effectively. This will have to be carried out from lower age stage such as preschool children in a planned way.
This article will select its study target, Korean translation and Japanese translation to 10 kinds of world classic fairy tales preschool children can have easy access to, examine into lingual similarities and differences appearing in vocabulary by language and look into the cultural feature of both countries focusing on the area showing difference though they are the translation of same original through contrast of distribution by meaning based on『Classified Vocabulary Table (分類語彙表)』(1964) presented by Japan's National language Institute. Also, this aims at drawing basic vocabulary commonly used in 10 kinds of fairy tales targeted by this , comparing and analyzing them with so-called both countries' 'vocabulary for education', and contributing to language instruction to preschool children.
First, linguistic features analyzed in chapter 2 are as follows. in case of Korean fairy tales, the number of individual words were extracted by 1,563 pieces and that of entire words were extracted by 4,971 pieces and in case of Japanese fair tales, 1,349 and 4,272 pieces were extracted respectively, so it could be known that Korean fairy tales use more vocabulary than Japanese.
In distribution by part of speech, both countries showed same order of noun, verb, adverb, adjective, exclamation, conjunction and ainueo(연체사), while the rate of part of speech indicated different distribution respectively.
In case of Japanese fairy tales, they focused on transfer of a fact, so noun and verb took up a higher rate that Korea, but they were composed of contents modifying or describing characters in a large part, so it was found that the proportion of advertive and adverb was higher than Japan.
Looking at high-frequency noun, taking up the highest rate, there was vocabulary indicating relatives in Korea, for example, in the translation of he same original, in Korean fairy tales, a word of 'siblings' appeared by 15 times, while in Japanese fairy tales, the word relevant to that appeared barely 2 times. Also, 'stepmother' appearing as many as 11 times, appeared only 1 time in Japan. Namely, kin and consanguinity are stressed in Korea, where vocabulary indicating relative appears a lot, which seems to have an effect on children's values.
In distribution of by work composition, the rate of single words was more than 50% in both countries, whose order was compound, derivative words. In the fairy tales to preschool children, 'single words' took up more than 50% in both countries, which was found to be high, by part of speech, the rate of single words was higher in Korea than in Japan and that of verb was higher in Japan than in Korea. The case of ‘compound' shows a similar pattern to single word, but 'derivative words' are high in Japan, especially, noun stands out, which is derived from using the prefix, ‘お(ご)’ representing respect.
In distribution of by word kinds, 'inherent words' were overwhelmingly much in both Japan and Korea, which were in the order of 'Chinese character', and 'mixed word' and 'loan word'. The rate was high in 'inherent word', 'loan word' in case of Japan and high in 'Chinese character', 'mixed word' in Korea. In Korea, fairy tales for children use 'Chinese characters' such as ‘a giant’, ‘performance’, ‘before(前)’, ‘world’, while those in Japan showed a feature to substitute 'inherent words' such as ‘ひとくいおに’, ‘けむり’, ‘まえ’, ‘よ’ etc.. Also 'Chinese characters' such as 'door', 'table' used in Korea use 'loan words' such as ‘ドア’, ‘テーブル’ etc., which shows that a role and phase between word kinds in Japan's and Korea's children vocabulary is different.
Chapter 3 classified the vocabulary of world classic fair tales in Japan and Korea based in the meaning code of 'classified vocabulary table', which did not make a large difference, but in ‘体の類 (kinds of noun)’, 'natural things and natural phenomena' representing animals and bodies in both countries were the most common and in ‘用の類 (kinds of verb)’, ‘相の類 (kinds of adjective and adverb)’, 'spirit and behavior' were the most common.
Chapter 4 presents basic vocabulary commonly indicated in 10 kinds of fair tales and compares them with educational vocabulary of each country.
Looking at common vocabulary of two kinds or more, Korean case was 487 pieces and Japanese case was 436 pieces and the words appearing only one kind were 1,595 pieces in Korea and 1,361 pieces in Japan. The common vocabulary of five kinds or more was 88 pieces in Korea and 74 pieces in Japan, which can be found that those words take up 26% of total number of words 26%(Korea), 24%(Japan). In other words, it means that understanding these words leads to understanding of 26% of Korean and 24 % of Japanese. This suggests that having preschool children understand common vocabulary helps grasp fairytales.
Finally, this compared what extent the common vocabulary extracted to both fairy tales reflect 'educational vocabulary' of both countries, and the case of Korea showed that common vocabulary of 10 kinds of fairy tales was consistent in 260 pieces of 6.090 words proper to preschool children based on 'Korean education vocabulary by class' of Kim Gwang Hae (2017). This is such a amount as much as 58.16% of more than two kinds of common vocabulary. In case of Japan, 361 pieces of vocabulary of 5,113 pieces of vocabulary proper to preschool children based on 'New Educational Basic Vocabulary(新教育基本語彙)' by Sakamoto (1984, 坂本一郎) are consistent, so they included 86.36% of more than 2 kinds of common vocabulary. Japan is consistent by 28.2% more than Korea, which means that if preschool children inboth countries understand the common vocabulary of same amount, Japan's fairy tales are relatively felt easier than Korea's fairy tales.
Though this study stayed as a sampling survey as the fair tales of research subject were limited to 10 kinds each, features of both countries' fairy tales could be confirmed to some extent. If 'fairy tales' basic vocabulary' is extracted from increased fair tales in the future, it is confident that more useful and objective data would be obtained.
，韩语毕业论文，韩语论文范文 |
