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논문검색은 역시 페이퍼서치

인문논총검색

Seoul National University the Journal of Humanites


  • - 주제 : 인문과학분야 > 기타(인문과학)
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1598-3021
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 29권 0호 (1993)

문학(文學)을 통해 본 재외동포(在外同胞)들의 의식성향(意識性向) 고찰(考察)

김용직 ( Yong Jik Kim )
6,300
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1. Korean residents are found all over the world. Especially, Many of them live in the southern part of Manchuria, in Japan, in the United States and in Central Asia. Korean residents of these regions read their Korean literary work and speak Korean. This study has an object to analyse and examine their consciousness. 2. Korean residents m China and in Russia have a tendency to maintain the current ideology. Especially, Korean writer`s poems in Russia express socialistic ideology. But Korean writers in the free world select the themes freely For instance, Kim Eun Kuk living the United States wrote "The Martyr". In this work, he describes a pastor who defended the Church under a the oppression of the Communist Party. But the pastor did not believe in Christ. 3. To study the reader`s interests of "Simple Reader", I investigated in Yun Byun, Fukuoka and Hiroshima. There are a number of readers that read North Korean literary works in China. But Korean residents in Japan mostly. do not read literary works Yoon Dong Ju was born in Yun Byun. He died at the prison of Fukuoka while studying in Japan. Korean residents m China answered that they had read Yoon`s works. But only a few Korean residents in Fukuoka had read them. But all Korean residents abroad wished for the unification of North and South Koreas. Moreover, They look forward to reading a literary work that describes unification.

고려시대(高麗時代) 언어(言語),문자(文字)에 관(關)한 연구(硏究)

심재기 ( Jae Kee Shim )
5,800
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This paper aims at the survey of the characteristics of the language and writing system in Koryo dynasty period. Owing to the long time of nearly five hundred years and the lack of convincing materials, we can not describe the systematic explanation such as the sitution of Yi dynasty period. However, we try to find outstanding features of the language and writing system m Koryo dynasty period. We deal with the Chih-lin Lei-shih(鷄林類事) as language data and Kugyol written on the side-line of the pasge on some of Buddhism-Sutra as writing materials. After the detailed discussion, we have reached the following conclusions. 1. Chih-lin Lei-shih shows the early language in Koryo dynasty, and also the first stage of unifying language of Han peninsula. 2. Language materials m Chih-lin Lei-shih are considered as the next generation of Silla common language even though a few materials have Koguryo stratum words. 3. The early stage of Koryo language had two lexical system; pure Korean and Sino Korean. But the later stage had three lexical system: pure, Sino and Mongolian loan words. 4. The writing system had pararelled in two ways; one was the Orthodox Chinese, the other was the borrowing system of Chinese characters adopted to the Korean language (shortly called the Borrowing system). 5. The using of Borrowing system is divided into four categories: Cha-myong(name transcription), Hyang-Chal (poem-transcription), Yi-du (document-transcription) and Kugyol (grammatical-ending transcription). Through the whole period of Koryo-dynasty Yi-du and Kugyol have been the productive writing ways. 6. Especially the simple form of Ku-gyol had been derived from the original form. This simple forms of Ku-gyol is considered to be the primitive model of the Korean alpahbet Hangul in the next dynasty.
6,000
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In attempting to read Shakespeare`s Sonnets In a way different from the ways of the past, I begin my argument by quoting T.S. Eliot: About anyone so great as Shakespeare, it is probable that we can never be right; and if we can never be right, It is better that we should from time to time change our way of being wrong. Therefore, my reading of the Sonnets is, in a sense, one more "way of being wrong." There is a possibility, rather, a great probability, however, that my reading may prove to be right in a wrong way and/or wrong in the right way. Many critics have so far read the Sonnets as representing some aspects of Shakespeare`s life. As Stephen Booth denies such claims to validity emphatically and categorically, this representational mode of interpretation of the Sonnets is shot through with many holes in it. The time has come for us to try a new way of reading the Sonnets by throwing out the old-fashioned method of representational interpretation. My reading of the Sonnets is in essence deconstructive in that I don`t see any connection between some elements in the Sonnets and those in Shakespeare`s life. What I am trying to say is that Shakespeare was writing the Sonnets as ecriture. Therefore the fair young man and the dark lady are pure literary creations, as Booth claims. Just as Shakespeare urged the young man to marry so that his youth could be preserved through his male offspring, Shakespeare may have wanted to preserve his Sonnets by way of writing a meta-poetic ecriture.

로고스와 인간의 언어 -Edward Taylor의 Preparatory Meditations 연구-

장경렬 ( Gyung Ryul Jang )
6,000
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Edward Taylor, a Puritan minister of the Colonial Period, was also a poet who experimented on the art of poetry in order to glorify the Word of God. Taylor`s life-long quest for poetry resulted in a series of religious poems called the Preparatory Meditations (1682~1725), which not only reveals his endeavor to harmonize his religious belief with his poetic expectation, but also provides us a good chance to examine the tension between the poet`s religious sense of the Word and his artistic sense of human language. Taylor`s double concern about the Word and human language is so stubbornly sustained throughout the Preparatory Meditations that, at the first glance, it seems only to further the overall monotony of his poetry: thus, critics like William Scheick argue that "there is. . . no development, no divergence, no progress in the thought or artistry of his verse." Such an argument itself would admit of no dispute, if we attributed the overall stasis of the Preparatory Meditations, as Charles W. Mignon does, to the poet`s suspension of belief between doubt and certitude." This, however, is not exactly true of the poet`s stance over the issue of human language: the poet may be irresolute in fathoming the Word, but definitely reveals his changing views, as well as his inner conflict, about words. As might be expected, the earlier poems of the Preparatory Meditations reveal the poet`s enthusiasm for "singing," together with his confidence in his verbal ability. The poet is so confident in his divine quality that he even argues that "Angells. . . further from the Godhead stande than I" ("The Experience"). More than two years after he has started the Preparatory Meditations, however, he begins to be aware of the limits of his words: "How shall I praise thee then? My blottings Jar / And wrack my Rhymes to pieces" (1. 10). The poet eventually admits that "Words though the finest twine of reason, are / Too Course a web for Deity to ware" (2.43). It is true that any endeavor to bridge the chasm between the Word and human language is likely to win only paper victories-even by an appeal to poetry. The anxiety caused by the awareness of such limitations must have been by far the greatest for Taylor, since this orthodox Puritan minister, overwhelmed by the Word of God, could never fully sustain the idea that human language would match the Word. The idea itself, at a certain moment, must have struck him as "black Sin" (2.6), although his words were devoted solely to praising God. At this point, the change of tone in the Preparatory Meditations is quite predictable. Those poems written after 1686/87 manifest no more of Taylor`s enthusiastic poetic aspiration to "the Heavens above": rather, he is forced to acknowledge that "I fain would try / To heave thy Glory ``hove the Heavens above, / But finde my lisping tongue can never prie / It up an inch above this dirt nor move" (2.138). In spite of his frustration with words, however, he can never completely give up "the fairest blossoms of the minde" (2.43), i.e., human language, as evidenced by his later poetic career. However deeply one might be plunged into frustration, one could not even realize one`s frustration without words. Precisely for this reason, it becomes imperative for Taylor to grope toward a certain way of rekindling his ever weakening-yet, still remaining-hope for words. Thus, prayers and invocations come to play more and more crucial role in his later poetry, assuming much more humble and self-humiliating tone than ever before. We may note here that, as revealed in his prayer toward God to "cleanse" his body (2.75), the poet hopes to do away with his earth-bound quality, or, to be more specific, to transcend the limits of human language. But how can one transcend them, if one has no choice but to do so only within the limits or the prison house of language? The poet is eventually led to confess that "I. . . finde / My Prizing Faculty imprison`d lyes. / That its Aporeciation is confinde / Within its prison walls and small doth rise" (2.106). One may here imagine the poet coming to a deadlock. But, while writing the last part of the Preparatory Meditations over the span of twelve years (1713~25), Taylor opens his eyes to a new vision of language, as Jeffrey A. Hammond points out, by "center [ing] upon the Canticles allegory as a means of fixing his meditative attention almost exclusively on the next world," and thus by inviting the "element of futurity" to his poems. In particular, the poet seems to hope that "the aesthetic problem would resolve itself in the soul`s future; all ineffective praise [here on earth] would be corrected in heaven, and the lisp of the earth-bound poet would be eliminated once he is transported to glory." In short, the poet seems to believe in the future possibility of human language: it would purge itself of its earthly quality, and finally transcend its limits in the heavenly world of God. Such a religious hope as it is may not change the immediate reality of words, but it enables the poet, who is now near to the final moment of life, to accept human language and poetry as the status quo with renewed affection-in spite of its obvious limits.

사전과 통사론 -동사 빠지다의 사전적 기술을 위하여(1)-

홍재성 ( Chai Song Hong )
7,500
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L`ojet de cette etude est de systematiser les emplois du verbe coreen: ppacita (tomber). Cette description constitue un fragment de 1`analyse lexico-syntaxique du verbe, qui puisse servir de materiaux a la construction, soit d`un dictionnaire syutaxique des verbes coreens, soit d`un grand dictionnaire general du coreen. Cette etude est effectuee d`autre part en vue de demontrer, avec un exemple concret, qu`il existe des liens fort etroits entre le travail lexicographique et des recherches syntaxiques, elle vise en particulier a faire valoir la necessite de fonder la description lexicographique des entrees lexicales sur les resultats des recherches du type ``lexique-grammaire`` de Gross ou du type ``DEC`` de Mel`cuk. Cette etude comprend deux parties: la premiere partie que nous presentons ici traite les emploie de ppacita en tant que verbe libre ordinaire; dans la deuxieme partie, nous analyserons les autres aspects du verbe: emplois dans les constructions a verbe support et emplois dans les phrases flgees. Dans le present article, nous avons distingue huit emplois possibles de ppacita, qui se regroupent en deux categories. Nous avons presente et discute notamment les principaux arguments linguistiques a dominante syntaxique qui permettraient ce type de systematisation des emplois de ppacita.
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Cette etude se fonde sur l`analyse non arbitraire(syncptique) telle que: "forme (nucleaire) -matiere(non nucleaire)", et traite, de ce point de vue, du francais, parallelement au coreen, entre autres, des phrases "preconclusives"/"conclusives", et celles de "nominalisees"/"adjectivees" du coreen, correspondant a (I) "l`incidence de 1`dverbe et l`adverbialisation des adjectifs", et a (II) "le systeme du pradigme(QUI/QUE/QUOI)" elabore par Gerard Moignet (1974: Etudes de Psycho-systematique Franscise, Paris, Klincksieck, pp. 117-136/pp. 163-183), sous l`etiquette de nominalisation (en ce sens que la phrase au niveau de "puissance", c.-a-d., de nature de noeud zero(Q), en tent que forme ``encadrante``,* est a celle au niveau d`effet,* c.-a-d., de nature de noeud non zero , ce que substantif et adjectif sont a l`adverbe: *preccnclusive et *concjusjve au sens guillaumien du terms: Cf. Principes de linguistique theorzque, Paris/Quebec, 1973, p. 198). Nous avons deja apprehende le stade guillaumien, en le nommant "mecanisme synaptique non analyse(semantico-syntaxique)", ou la synapse "F-M" ne se confond pas avec celle de "F↔M" (°↔: analyse/continu) (Cf. mon article: Personne et verbe: vers une theorie synaptique de "nucleaire -non nucleaire )", Language Research Vol. 28, No. 1, Language Research Institute, Seoul National University, Seoul, p. 65). En s`appuyant stir cette dichotomie coherente, l`une continue/puissancielle, l`autre discontinue/actuelle, le contenu materiel de l`ordre synaptique de cc dernier etant a meme d`etre determine par le procede de discontinuation, et chacune divisee en ``grand``, systeme, c.-a-d.,

유럽공동체의 외국어 교육 정책 -프랑스, 독일, 영국을 중심으로-

연구원자료
서울대학교 인문학연구원|인문논총  29권 0호, 1993 pp. 171-193 ( 총 23 pages)
6,300
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The aim of this group study is to give a picture of the situation regarding the teaching and learning of the modern foreign languages in Germany, France, and the United Kingdom as member countries of the European Community. Although educational systems in the Community countries vary considerably and this variety is the result of historic and cultural factors, educational policy makers in the European Community have long been aware of the importance offoreign language teaching as well as the value of information concerning innovations and changes in other Member countries. The Community countries agreed to promote close cooperation in the field of foreign language education, thereby achieving cultural "harmony" among themselves. They even agreed to set up an information network, known as EURYDICE, in order to icnrease and improve the circulation of information in the area of education policy. On the whole, the three countries strongly supported the study of foreign languages on the premises as follows: 1) the experience of learning a foreign language makes its unique contribution to allowing students to explore the life-style and culture of other lands; 2) a foreign language makes an important contribution to learning generally; 3) learning a foreign language fosters sympathetic but not uncritical attitudes toward the people of the foreign country, helping students to appreciate their culture; 4) effective learing language provides many opportunities for students to develop their skills of communication.

독일의 외국어 교육

신태호
서울대학교 인문학연구원|인문논총  29권 0호, 1993 pp. 193-206 ( 총 14 pages)
5,400
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영국의 외국어 교육

변창구
서울대학교 인문학연구원|인문논총  29권 0호, 1993 pp. 207-225 ( 총 19 pages)
5,900
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