• 고전문학과교육
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• 제15호
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• pp.139-161
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• 2008

This study examined the texts of the Late Joseon Dynasty's YEONJEONG GASA, whose authors are unknown, to list the contents of education which can be provided by conventional elements. Most existing discussions on expression education have focused on creativity. However, the perspective creativity based on the concepts of modern individualism and difference believes that creation can be done only by special professionals with inborn abilities and is likely to jeopardize the possibility and need of expression education to reduce the scope of expression education. On the other hand, conventionality has been related to "cliche" and "old-fashioned" and considered the counterpoint of creativity with lacking originality and aesthetical or educational valuelessness. Nevertheless, conventionality is valuable as cultural custom in that it is closely related to the contemporary culture, thoughts, and language. Also, it is the power that creates new text and induces sympathy in receivers. The Late Joseon Dynasty's YEONJEONG GASA by unknown authors include typicality of circumstances, schematism of emotion, and formula in conventionality. The positive aspects of conventionality - familiarity and intimacy - are the basis of sympathy and become the power that encourages the public to participate in creation and enjoyment within the frame of creativity. Ultimately, conventionality of YEONJEONG GASA allows learners to experience the pleasure of expression and has an important meaning for expression education as it provides them with the opportunity to perform expressions to extend sympathy.

• 한국게임학회 논문지
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• 제18권1호
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• pp.135-148
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• 2018

본 연구는 Pym이 제시한 모방 이론(Copying Theory)이 게임을 번역하는 데에 효과적인 전략임을 제시하고자 한다. 게임에서 사용되는 언어는 대부분이 영어인데 이는 게임이 주로 미국을 중심으로 발전되어 왔기 때문이다. 사람들은 게임을 하며 효율적인 의사소통을 추구하며 때문에 그들은 번역된 단어들을 간단하게 축약시키거나 원어를 그대로 발음되는 대로 사용하며 이는 의사소통에 있어서 효과적인 전략으로 작동하고 있다. 이러한 양상을 통해 게임을 번역하는 데에 있어서 외래어를 그대로 사용하는 것이 번역가의 선택 가능한 효과적인 전략 중 하나임을 알 수 있다.

• 아동학회지
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• 제37권4호
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• pp.159-168
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• 2016

Objective: This study investigated the age at which monolingual children can understand that different languages are different conventional systems of communication. In particular, we investigated when children can suspend using the mutual exclusivity (ME) assumption that a label solely refers to one category when interpreting novel words from foreign languages. Methods: Two-year-olds (n = 16) and 3-year-olds (n = 16) participated in the procedure, which consisted of three blocks. In the first block, a Korean speaker taught the children a novel word, muppi, referring to a novel object. The children were presented with two objects, muppi and another novel object. The Korean speaker then asked the children to find a referent of either muppi or the other novel Korean label, kkati. In the second block, a foreign language (either English or Spanish) speaker asked children to find the object for a foreign novel word, sefo, presenting two objects: muppi and the third novel object, which had not been presented before. The procedure of the third block was identical to that of the first block. Results: Three-year-olds exploited the ME assumption when interpreting a Korean novel word but not when interpreting a foreign novel word. In contrast, 2-year-old children did not use the ME assumption when interpreting native and foreign words. Conclusion: Children acquire an understanding that native and foreign languages have different words for an object at least by 3 years of age.