• (The)Study of the Eastern Classic
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• no.72
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• pp.329-363
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• 2018

The Manual for Buddhist Rituals (1935) is the manual of Buddhist rituals which has a pivotal position in terms of the modernization of Korean Buddhist rituals. The text has been established through the contents and systems of the two texts, The Manual for Practising Rituals (作法龜鑑, 1827) and the Compulsory Manual for Buddhists (佛子必覽, 1931). These three manuals include the examples for practising the Manuals. The analysis of the examples for the practices of the three texts is as follows: The Manual for Practising Rituals tries to include the Sounds of the Music for the Buddhist Rituals through the Four Sounds (四聲) and the Twin words (儷語); the marks of the sounds are excluded after the compulsory Manual for Buddhists. The Manual for Buddhist Rituals has replaced the rituals for repentance (三寶通請) with the rituals for revering (四聖禮): and this text has made it easier that people participate in Buddhist rituals with the text which is written in bilingual format in Korean and Classic Chinese. The text has been popularized through above-mentioned changes against the previous two texts but it has ended up excluding the practices for the music of Korean Buddhism such as the music for Buddhist rituals (梵唄) and reciting the name of Buddhas (念佛).

• English Language & Literature Teaching
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• v.17 no.3
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• pp.161-175
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• 2011

This paper examines Korean EFL high school students' reader responses on an expository text and a narrative text with the same topic. The purpose of the study is to investigate whether they have different reading models depending on the two genres and whether there are any differences depending on the learners' proficiency levels. The analysis focuses on textual, critical, and aesthetic reading models in the reader responses written in English by science-gifted high school students (N=30). The results show that the participants have different reading models in reading an expository text and a narrative text. They tend to read the expository text in a more critical way while reading the narrative text in a more personal and emotional way. Moreover, regardless of the proficiency levels, they wrote longer responses on the narrative text than the expository text. However, the proficiency level of English does not support any significant differences in the types of reading models. The findings provide Korean EFL high school students' characteristics in L2 reading and suggest the pedagogical implication to pursue linguistic development as well as reading for pleasure.