• 디지털콘텐츠학회 논문지
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• 제17권4호
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• pp.227-234
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• 2016

한자가 유입된 당시 한자의 원음도 함께 들어와서 현재 많은 한자들이 중국과 같은 한자에 같은 발음으로 사용하고 있으나 한국과 중국은 한자에 대한 발음이 서로 독립적으로 보존 및 변천되어 오늘날은 그 발음을 표기하는 방식이 서로 다르다. 본 연구는 중국 한자의 발음인 한어병음과 한국 한자발음을 구성하는 초성, 중성, 종성의 변화를 시스템으로 분석하여 중국어 발음과 대응되는 변환규칙을 생성함으로써 쉽게 중국어 발음을 학습할 수 있는 중국어규칙변환 교육시스템으로 설계 및 구현하였다. 본 연구는 중국어규칙변환 교육시스템을 웹으로 구현하였고, 앱등의 다양한 어플리케이션을 통하여 중국어를 학습하는데 도움이 되도록 하였다.

• 대한한의학원전학회지
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• 제32권3호
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• pp.1-15
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• 2019

Objectives : The purpose of this study is to find the pronunciations suitable for the meanings of Chinese characters because the pronunciations of Chinese characters with multi-pronunciations in the "Huangdineijing" are written differently in Chinese character dictionaries(字典) and in Korean Medical dictionaries(韓醫學辭典) respectively. Methods : First, the annotations for pronunciations in the "Leijing" were searched, upon which the frequently mispronounced 16 Chinese characters in the "Huangdineijing" were selected. Then these selected Chinese characters were compared and considered with reference to Chinese character dictionaries(published in China and Korea), and Korean Medical dictionaries. Results & Conclusions : It was discovered that in "Leijing" there were 1,537 annotations that used 'FanQie(反切)', 'Pronunciation(音)', 'Replaceable character(通用)', 'Same character (同字)', 'Four intonations(四聲)' etc. In some places, there were additional meanings of the Chinese characters. It was found that 16 Chinese characters were susceptible to wrong pronunciations in the "Huangdineijing", for which the appropriate pronunciations in regards to the meaning of the sentences were determined.

• 비교문화연구
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• 제35권
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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.

• 한국정보과학회 언어공학연구회:학술대회논문집(한글 및 한국어 정보처리)
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• 한국정보과학회언어공학연구회 2005년도 제17회 한글 및 한국어 정보처리 학술대회
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• pp.139-144
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• 2005

When a Japanese learner in Korea tries to find Japanese dictionary, he must know the pronunciation of the target word. But it's not easy to know the pronunciation of target word from Japanese sentence. Because most of general Japanese sentence shows only HanJa(Chinese character) instead of Kana(Japanese alphabet). If the Japanese learner knows the Korean traditional pronunciation of the target word, he can input the word to electronic Japanese dictionary with the Korean pronunciation. For this solution, the dictionary service provider must convert the Japanese word to Korean pronunciation, in advance. After setting of the conversions as a additional searching process, we can find the target word through Korean pronunciation of the Japanese HanJa, This process is possible for the three reasons below, 1. Korean, Japanese and Chinese are using the nearly same HanJa. The difference is small. 2. Most Japanese learner in Korea, knows the Korean pronunciation of the HanJa. 3. The Korean pronunciation of the HanJa is nearly unique, a HanJa has a Korean pronunciation, generally.

• 한국도서관정보학회지
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• 제25권
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• pp.167-206
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• 1996

Some conclusions can be derived form the study : 1) The script of Japan author's name for 3 years(1960-1962, not published by the National Assembly Library but by Korea Library Association)and that of 1963's was arranged by their mother tongue although they had not the "author index". 2) "Periodical's Index" which the publication of National Assembly Library was not accept the principle that the person's name should be pronounce and script by one's mother tongue. It means that the Library was not accept the uniqueness of personal name. 3) Because the arrangement of the same person's name is mixed with one's mother tongue pronunciation and Korean one that they are scattered each another. 4) The same surname and the same Chinese character has different arrangement because of pronunciation rule of Korean language. 5) The same person's name was regarded as a different one because of nonaccurate name transcription. 6) A Japanese name was transcribed as Hangul with Korean pronunciation. 7) A Japanese name was transcribed as Hangul with Korean pronunciation and added Chinese Character in parenthesis. 8) A same Japanese name was regarded as a different one when it was transcribed with Chinese character and Hangul. 9) The arrangement of a same person's name was different when between the surname and forename has one space and has not. 10) "Author Index" is not playing as a role of name authority file.a role of name authority file.

• 중국학논총
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• 제64호
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• pp.53-73
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• 2019

In the teaching of Chinese characters, making full use of the phonetic function of phonetic symbols can help learners improve their learning efficiency. The research on the characteristics of phonetic symbols and the rules of their construction is the premise of teaching Chinese characters with phonetic symbols. The phonetic symbols that can accurately prompt the pronunciation of the whole word and the homophone characters that they constitute provide the applicable materials for the teaching of Chinese characters. The split method simply and intuitively reflects the internal relationship among shape, sound and meaning in pictophonetic characters. "The analogy method of homophonic character group" and "the converse method of homophonic character group" are the combination of the function of the sound prompt and the characteristics of the analogy and induction of homophonic character, which can not only help students save the time of memorizing the sound, but also effectively increase the amount of literacy. The quantitative analysis of phonetic symbols and homophone symbols is of great significance to the classification of Chinese characters and the improvement of textbook editing.

• 한국문헌정보학회지
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• 제22권
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• pp.219-257
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• 1992

Among the Chinese Characters originated in Japan, some of them are very ancient in their origin and others come to exist as different forms by being used widely in forged books in Chinese. These Characters can be divided into three groups. First, the Chinese Characters whose forms are different. Most of these are 'hoiui' (회의)character, being made by imitating the forms of the original Chinese Letters. These characters do have meaning but not pronunciation. This is one distinct feature of Chinese Characters originated in Japan. Second, the Chinese Characters whose meaning has been assigned by the Japanese people. These letters can be grouped into two. One is the letters whose meanings are entirely different from original Chinese Characters, and the other is the letters whose meanings are not known although their pronunciations are known. It can be explained that the letters with different forms are made because of the ignorance of letter's existence. Or, the letters were made on purpose in ordoer to be used in different meanings. Third, the Characters with a partial modification of original Chinese Characters. Among the Characters in three groups above, pure Japanese-made Chinese Characters are those in group one and three since those in group two are Chinese Letters whose meanings (or pronunciation) only are Japanese. As a results of detailed investigation of pure Japanese-made Chinese Character in JIS X 0208-1990, the followings are discovered: 1. Pure Japanese-made Chinese Characters are 147 in numbers. 2. The Characters which were originally Chinese but now considered to be Japanese-made are 5 in numbers. Among these letters, 39 Characters are not listed in TaeHanHwaSaJon(Whose fame is well known as the authoritative dictionary of Chinese Characters), 47 Characters are not found in the dictionaries of Chinese Characters compiled in Korea. 3. 14 Characters seem to be Japanese-made Chinese Characters although it cannot be said so with accuracy because of various meanings found in several dictionaries of Chinese Characrters.

• 비교문화연구
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• 제27권
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• pp.415-434
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• 2012

The Hanja used in Korean are traditional Chinese characters, but what Chinese people use now is simplified characters. So, there are differences in pronunciation and meaning between the characters used by Korean and Chinese. More than 70% of the Korean language vocabulary derived from or were influenced by hanja. For the inheritance and development of traditional culture,and for the communication among countries of the Chinese characters cultural circle in Northeast Asia, should we build up an authentic Chinese education system. But the government hasn't pay much attention to this work, and the government's policy can't implement the efficient education. Consequently, in these days, there are more and more Korean people who are functionally illiterate in Chinese. Recently, proficiency tests of Chinese characters are expected to promote the development of Chinese education. But, most Koreans' motives for Chinese study are usually to pass the college entrance exam or to compete for jobs. However, after passing the test, the motive for studying gradually fade away. It is the basic problem faced by Korean Chinese character education. Since the 1950s, various character education methods have been studied in China, the research results were appliedin their textbooks and other materials. Therefore, a well-organized and efficient learning-by-step education system was built up. At present, China's literacy education in the textbooks utilizes a range of methods including revisional centralized and distributed. Unfortunately, there is still one shortcoming worthy of concerns: how to solve the problems due to the simplification of traditional Chinese characters? Is it possible to revive traditional Chinese characters? Before adopting the results of research on China's literacy education and applying them to our character education, we should consider our specific situation carefully. Adopting the research results with cautious review and objective criticism should have a positive impact on Korean Chinese character education.

• 한국도서관정보학회지
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• 제20권
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• pp.285-315
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• 1993

Some conclusions can be derived from the study: 1. Person's name should be script by the one's mother tongue because of its uniqueness. 2. Japanese person's name should be script and pronounce their mother tongue for exchange and sharing of an academic information. 3. We can anticipate that Japanese language materials will be increase in near future. 4. The National Central Library which publish Korean National Bibliography must have to responsibility to lead other library. 5. The script of [Korean National bibliography] must contribute to standardization and national and Universal Bibliographic Control. 6. The area of education, newspaper, publishing are scripting Japanese person's name with script conversion schemes for Koreanization, devised by Ministry of Education. 7. The script of [Korean National Bibliography]'s name index can be used as authority file at selection of heading in library cataloging. 8. Most of libraries script Japanese person's name with Chinese character in Korean language pronunciation. 9. Korean Cataloging Rules (KCR) and Korean Machine Readable Cataloguing (KORMARC) description rules should be defined about the mother tongue script of Japanese person's name. 10. It is desirable to increase of credit of Readings in Japanese material course in college curriculum. 11. Because Japanese person's name is complex and variable that it is desirable to add Chinese character with mother tongue script.

• 대한음성학회:학술대회논문집
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• 대한음성학회 1996년도 10월 학술대회지
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• pp.289-293
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• 1996

In Korean, as with Kana and Kanji in Japanese, two kinds of word-writing systems--Hangul (the Korean alphabet) and Hanja (the Chinese character; Kanji in Japanese)--have been and still are being used. Hangul is phonetic while Hanja is ideographic. A phonetic alphabet represents the pronunciation of words, wheras ideographs are where a character of a writing system represents a concept. Aphasics suffer from language disorders following brain damage. The reading and writing of Hangul and Hanja by two Korean Broca's aphasics were analyzed with two goals. The first goal was to confirm the functional autonomy of reading and writing systems in the brain that has been argued by other researchers. The second goal was to reveal what difference the subjects show in reading and writing Hangul and Hanja. As experimental materials, 50 monosyllabic words were chosen in Hangul and Hanja respectively. The 50 word pairs of Hangul and Hanja have the same meaning and are also the most familiar monosyllabic words for a group of normal adults in their fifties and sixties. The errors that the aphasic subjects made in performing the experimental materials are analyzed and discussed here. This analysis has confirmed that reading and writing systems are located in different parts in the brain. Furthemore, it seems clear that the two writing systems of Hangul and Hanja have their own respective processes.