A half century has passed since Korea divided into two countries. And many differences came out throughout the whole parts of language, as a result of a language-planning by a different view of language. Some people regards the difference between Nort...
A half century has passed since Korea divided into two countries. And many differences came out throughout the whole parts of language, as a result of a language-planning by a different view of language. Some people regards the difference between North Korea and South Korea just as a dialectal one, focusing on the communicative function of language. But there are much more voices of the people who concentrate on unification of language-rule and a joint compiling of dictionary or practical grammar books.
That is, many people concern about whether unified national language can be developed or not and they worry about a wide gap between the language of North Korea and South Korea.
After Kim Il-sung's instruction in 1966, North Korea established Munhwa, similar to standard korean in South Korea and have campaigned a refinement of language, a sort of national project which aims to purify a language since the restoration of independence. As a result of those national projects, the problem about the difference in vocabulary has got serious much more than morpheme, phoneme and syntactic structure. Considering of korean education after unification, it's needed to have a correct understanding about an aspect of vocabulary used in North Korea and South Korea and try to make the gap narrow between the language used in two countries.
As a concern about unification got increased, the study on the language of North Korea has been in active progress since 1980. However, still the systematic study on the 'fundamental vocabulary' in the language of North Korea, especially in education, leaves much to be desired. Textbooks for primary school students are basic object to understand the aspect of the 'fundamental vocabulary' in education. But there has not been a thorough investigation of that.
So the textbooks, published by the Press of Educational Publication in North Korea and used in In-min School(primary school in North Korea) were chosen as the object of this study. I input the full text from four textbooks into computer and got the statistics with vocabulary, excepting cho-sa and the ending of words, because I aimed to measure vocabulary As a result of the analysis, 'running word' in the textbook of year 1 shows 2491, 10331 in year 2, 13524 in year 3 and 19902 in year 4, so it shows total 49838. And 'different word' shows 1297 in year 1, 2788 in year 2, 3585 in year 3 and 4520 in year 4, so total 7215.
With the datum from the primary work, Chapter II surveyed the aspect and distinction in distribution, according to frequency, class, origin of words and subject.
I hope this will be useful for the studying on the aspect of 'fundamental vocabulary' in the language of North Korea and useful for the planning of korean education for the time of unification.
，韩语论文范文，韩语论文 |
