• Cross-Cultural Studies
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• v.20
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• pp.29-66
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• 2010

This paper is a qualitative study of the experiences of Korean heritage language learners (KHLLs) with literacy (reading and writing), particularly before they enter the college-level heritage language classroom. Previous research, both qualitative and quantitative, has addressed the overall language background of KHLLs, including oral and aural proficiency and writing and reading ability, as well as demographic information (such as when the student immigrated to the United States) in relation to language test scores. This study addresses KHLL experiences in the following six areas as they relate to student perceptions and attitudes toward their own heritage language literacy: language proficiency, motivation for learning, academic preparedness, cultural connectedness, emotional factors, and social factors. Fourteen undergraduate students at a university in the western United States participated in a convenience sample by responding to a 10-question survey. Trends in responses indicated that KHLLs entered the classroom with high integrational motivation and experienced great satisfaction with perceived progress in literacy, but students also expressed regret for having missed childhood learning experiences that would likely have resulted in higher proficiency. These experiences include informal and formal instruction in the home and formal instruction outside of the home.

• Cross-Cultural Studies
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• v.33
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• pp.359-384
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• 2013

There is linguistic phenomenon that Korean syllable, morpheme and word are substituted with Chinese Character. These phenomenon is called Chinese Character Borrowing, the Chinese character used here is called Borrowed Chinese Character. Whereas borrowing Chinese character in Chinese is used for borrowing only sound for different word, borrowing Chinese character in Korean is used for assigning new meaning. Hence, by borrowing Chinese character in Korean, a syllable which had no meaning originally get new meaning, morpheme and word meaning has changed. At advertisement and campaign, Chinese Character Borrowing has lots of linguistical advantage such as visual immediacy, effectiveness of meaning expression. However, there are number of cases found that violate grammar rule and word constitution practice by Chinese Character Borrowing. For this reason, Chinese Character Borrowing has the problem polluting Korean along with another foreign words. Thus, this paper focus on study Chinese Character Borrowing phenomenon in Korean, and analysis its effectiveness and impact in Korean. In addition, analysis the problem of Borrowed chinese Character, and suggestion several alternative for right use of Korean is followed.

• Cross-Cultural Studies
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• v.33
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• pp.461-494
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• 2013

The purpose of this work is to analyze categorial character of Russian verbal aspect from the typological perspective. To do this, first of all we will examine the overall historical process of grammaticalization of Russian verbal aspect. As a result of analysis, we have suggested that against wide-spread general assumptions in this area Russian verbal aspect correspond rather to lexico-grammatical category, than to purely typical grammatical category. Actually, I think this kind of approach as a pivotal point for the study of Russian verbal aspect. For example, this kind of typological approach has great advantages in a sense that firstly it gives us possibility of breaking from notorious routine Slavic-Centrism, secondly it can explain sufficiently and adequately various lexico-semantic usages of Russian verbs. Thirdly, our approach consistently accounts for various interactions of lexico-semantic, grammatical, discourse-pragmatic levels, in which Russian verbal aspect is involved. And finally, it sheds light on functional interactions between verbal categories, such as aspect, tense, and mood.

• Cross-Cultural Studies
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• v.20
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• pp.225-240
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• 2010

Soon after joining the Canadian Confederation in 1867, the province of Quebec adopted the phrase Je me souviens ("As I recall") as its 'national' motto, although many Qu?b?cois do not remember today what they were supposed to memorize, as collective subject, when their government voted this motion. My thesis is that contrary to other countries which have a strong sense of history based on a secular tradition, this process was more complicated in Quebec - as if a collective memory loss lied at the heart of it's history. Through a rereading of Hubert Aquin's cult novel, Trou de m?moire (in its English translation Blackout), first published in 1968, I try to illustrate this paradox and to emphasize the heuristic functions of memory blanks, gaps and lapses in certain postmodern narratives, after the historical breakdown of "the great narratives" (Lyotard). In this perspective, the example of Quebec, through the voice of one of its more gifted yet controversial novelist, can be seen as emblematic of what happens when the mnemonic impossibility of rewriting history opens up new possibilities for writing fiction.

• Cross-Cultural Studies
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• v.35
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• pp.339-368
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• 2014

In Teaching Chinese as a Foreign Language, phoneme-based pronunciation teaching such as tone, consonants, vowels is the most common teaching methods. Based on main character of Chinese grammar: 'lack of morphological change' in a narrow sense, was proposed by Lv Shuxiang and Zhu Dexi, I designed 'Communicative oriented Chinese pronunciation teaching method'. This teaching method is composed of seven elements: one kind is the 'structural elements': phoneme, word, phrase, sentence; another kind is the 'functional elements': listening, speaking and translation. This pronunciation teaching method has four kinds of practice methods: 1) phoneme learning method; 2) word based pronunciation practice; 3) phrase based pronunciation practice; 4) sentence based pronunciation practice. When the teachers use these practice methods, they can use the dialogue and Korean-Chinese translation. In particular, when the teachers use 'phoneme learning method', they must use Korean and Chinese phonetic comparison results. When the teachers try to correct learner's errors, they must first consider the speech communication.

• Cross-Cultural Studies
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• v.25
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• pp.529-548
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• 2011

Zu Wen-Zao(朱文藻), Li Tiao-Yuan(李調元), Hong Liang-Ji(洪亮吉), Peng Yuan-Rui(彭元瑞), Qian Dong-Huan(錢東垣), Sun Xing-Yan(孫星衍), Ruan Yuan(阮元), Chen Zhan(陳?), Wu Shi-Fen(嗚式芬), Feng Gui-Fen(馮桂芬), He Shao-Ji(何紹基), Fan Zu-Yin(潘祖蔭) made the contributions to the theoretical construction to the science of Chinese characters in their books "Shuwenxizhuankao(說文繫傳考異)", "Liushufenhao(六書分毫)", "Liushuzhuanzhulu(六書轉注錄)", "Xiqinggujian(西淸古鑒)", "Xiaoeryajiaozheng(小爾雅校證)", "Jiujingzhengsuzikao(九經正俗字考)", "Jiguzhaizhongdingyiqikuanshi(積古齋鐘鼎?器款識)", "Shuwenshengxi(說文聲繫)", "Shuwenjiuzizhengyi(說文解字正義)", "Jungulu(?古錄)", "Shuwenjiuzizhukaozheng (說文解字段注考正)", "Shuowenduanzhubozheng(說文段注駁正)", "Haidongjinshilu(海東金石錄)". They analyzed the rules behind character construction, and tried to find out the nature of Chinese characters, the relationship between Chinese characters, the evolutionary laws of Chinese characters, the characteristic of ancient Chinese characters etc.

• Cross-Cultural Studies
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• v.39
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• pp.461-484
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• 2015

Wangyun is a prominent scholar in the Qing dynasty. Shuowenshili is his masterpiece study of Shuowenjiezi. Shuowenshili discusses the difference between Fenbiewen and Leizengzi. It emphasizes that meanings to a word tends to help express more exactly. Wangyun's discussion about Gujinzi refers to the phenomenon that in order to recode a word different characters used in different periods. Wangyun's use of Gujinzi is based on the purpose to explain the relationship between characters. Fenbiewen and Leizengzi are specialized term of characters evolution. Wangyun's theory of Fenbiewen, Leizengzi and Gujinzi is the most important linguistics found. He was generous contributions to the linguistics of China. In particular, understanding the meaning and development of Chinese character.

• Cross-Cultural Studies
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• v.19
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• pp.295-311
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• 2010

The concept of frame in semantics has implications for our understanding of such problematic terms as "meaning" and "concept". It is conventional to say that a particular word corresponds to a particular "concept" and to assume that concepts are essentially identical across speakers. In contrast, the notion of frame accepts that the frame for a particular word can vary across speakers as a function of their particular life experience. To say, instead of thinking in terms of words as expressing "concepts", we should think of them as tools, like frames, that cause listeners to activate certain areas of their knowledge base, with different areas activated to different degrees in different contexts of use. This notion is Fillmore's most crucial contribution to current cognitive linguistic theories, and his frame semantics is built on such a notion. This paper discusses the basic assumptions and goals of frame semantics, and examines the notion of frame and illustrates various framing words of English and Korean under such a notion.

• Cross-Cultural Studies
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• v.26
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• pp.487-508
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• 2012

The purpose of this study is to analyze communication between school and parents using the "letters to the parents", in order to examine possible areas of improvement for enhancing educational opportunities and school life adjustment for children from multi-cultural families. The letters to the parents used in elementary schools were analysed through genre analysis specifically for this study. At first, the Korean language textbooks for married female immigrants were investigated to see how many letters to parents were included in them. Second, letters to parents were collected to research their structure and content. They were categorized by the text type according to functions and speech acts. It is expected that the results of this study will be helpful for the Korean language education of married female immigrants.

• Cross-Cultural Studies
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• v.25
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• pp.743-773
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• 2011

In this research, the writer has done a comparative analysis of 4,791 trisyllabic modern Chinese vocabularies from "a dictionary for trisyllabic modern Chinese word" and the corresponding Korean words written in Chinese characters out of 170,000 vocabularies hereupon that are collected in "new age new Korean dictionar y". Aa a result, we have the total 407 pairs of corresponding group with the following 3 types: 1) Chinese : Korean 3(2) : 3 syllable Chinese characters with completely same form-morpheme and same meaning, use, class (376pairs, 92.38% of 407), 2) Chinese : Korean 3 : 3 syllable Chinese characters with completely same form-morpheme and partly same meaning, use, class (18pairs, 4.42% of 407), 3)Chinese : Korean 3 : 3 syllable Chinese characters with completely same form-morpheme and different meaning, use, class (13pairs, 3.19% of 407).