지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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In this article, foreign language awareness and education of modern China were examined by three divided periods. During the first period(1840-1861), the nation prohibited foreign language education. Foreign languages were taught in a restricted way at special-purpose schools during the second period(1862-1901) and taught as a mandatory subject in secondary school during the third period(1902-1949).
About the forty years of special-purpose restricted education of foreign languages was due to the Qing government’s negative attitude toward modern diplomacy and the trend of public opinion which gave priority to the civil examination(Keju). In the third period, a sudden immersion policy that caused widespread social resistance was adopted. Some recognized foreign language education as a means to make strenuous efforts and to make China rich and powerful but others regarded it as an evil weapon that would damage Chinese traditional culture and lead to national ruination.
Chinese people used to call foreign languages as ‘ghost speech(鬼話)’ or ‘barbarian language(番話)’ during the first period and as ‘dialects’ during the second period. Even in the third period, the term ‘dialects’ was replaced by the term ‘foreign languages’ merely after the 1911 Revolution. A relative duration of the sense of a dialect was due to the Sinocentric world view that called other foreign languages as dialects and the multi-linguistic real life in the Chinese empire which included many different languages in one nation by expansion of the empire. In modern Korea and Japan, Western languages were also regarded as barbarian languages but were never considered as dialects, which was unique in China.
About the forty years of special-purpose restricted education of foreign languages was due to the Qing government’s negative attitude toward modern diplomacy and the trend of public opinion which gave priority to the civil examination(Keju). In the third period, a sudden immersion policy that caused widespread social resistance was adopted. Some recognized foreign language education as a means to make strenuous efforts and to make China rich and powerful but others regarded it as an evil weapon that would damage Chinese traditional culture and lead to national ruination.
Chinese people used to call foreign languages as ‘ghost speech(鬼話)’ or ‘barbarian language(番話)’ during the first period and as ‘dialects’ during the second period. Even in the third period, the term ‘dialects’ was replaced by the term ‘foreign languages’ merely after the 1911 Revolution. A relative duration of the sense of a dialect was due to the Sinocentric world view that called other foreign languages as dialects and the multi-linguistic real life in the Chinese empire which included many different languages in one nation by expansion of the empire. In modern Korea and Japan, Western languages were also regarded as barbarian languages but were never considered as dialects, which was unique in China.
목차
1. 머리말
2. 외국어 호칭: 鬼話, 方言, 外國語
3. 외국어 학습의 동기: 돈벌이냐 관직이냐
4. 외국어 과잉교육 논쟁: 부강이냐 망국이냐
5. 맺음말
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UCI(KEPA) : I410-ECN-0101-2014-374-001415332