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.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국일본어학회 일본어학연구 일본어학연구 제78집
- 발행연도
- 2023.12
- 수록면
- 123 - 143 (21page)
- DOI
- 10.14817/jlak.2023.78.123
이용수
초록· 키워드
오류제보하기
This paper first dealt with discussions in the previous researches about the meaning of auxiliary verb ‘むmu’, which conveys estimation. It then analyzed 146 examples of the auxiliary verb in a glossed reading of Mubatsu-bon Lunyu Jijie (volume 1-10) which was the standard glossed reading of the Analects in Middle age Japan. It further categorized and analyzed the examples based on 4 kinds of mood in the so-called “School grammar of Japan“ (Classical Japanese grammar, referred to as “Literary grammar”), i.e. dubitative, volitional, inducing or mandatory, and periphrastic mood.
There are 67 examples categorized as dubitative mood, and 43 of them are used as a rhetorical question. In order to convey didactic contents effectively, rhetorical questions are frequently used. Generally speaking, “rhetorical question” tends to co-occur with a concealed question form, however in all 67 examples, the auxiliary verb ‘mu’ is used in a rhetorical question in 5 examples, of which 2 examples are used with an adverb.
There are 44 examples that are classified as volitional mood. Among them, 29 examples indicate the will of the 1st person, while 1 example indicates the will of the listener, and 14 examples indicate the will of a 3rd or unspecified person. Also examples of volitional mood partly include the case that indicates a desire of the subject.
None of the examples are classified as inducing or mandatory mood.
There are 32 examples categorized as periphrastic mood, of which 26 examples are used for the rentai-kei(attributive) modification, but 6 examples are not. Some of the examples that are used for the attributive modification may be regarded as “assumptive mood”. In previous studies, “periphrastic mood” is not considered as a function of ‘mu’. However, this paper makes it clear that a category of “periphrastic mood” is necessary.
Finally, 3 examples are not sorted into the 4 categories in the “School Grammar”. These examples commonly include ‘將’ in original text of the Analects, which is read in the glossed reading ‘まさにmasani…んとす tosu (allomorph of ‘mu’)’. This word is deemed to indicate the ‘prospective aspect’. However, it does not mean that all phrases including ‘將’ indicate this aspect.
The auxiliary verb ‘mu’ has various meanings, which has been pointed out in earlier works. Hence, the teaching of classical Japanese must not only provide education about basic meaning categories, but also provide knowledge about atypical functions of auxiliary verbs to students.
There are 67 examples categorized as dubitative mood, and 43 of them are used as a rhetorical question. In order to convey didactic contents effectively, rhetorical questions are frequently used. Generally speaking, “rhetorical question” tends to co-occur with a concealed question form, however in all 67 examples, the auxiliary verb ‘mu’ is used in a rhetorical question in 5 examples, of which 2 examples are used with an adverb.
There are 44 examples that are classified as volitional mood. Among them, 29 examples indicate the will of the 1st person, while 1 example indicates the will of the listener, and 14 examples indicate the will of a 3rd or unspecified person. Also examples of volitional mood partly include the case that indicates a desire of the subject.
None of the examples are classified as inducing or mandatory mood.
There are 32 examples categorized as periphrastic mood, of which 26 examples are used for the rentai-kei(attributive) modification, but 6 examples are not. Some of the examples that are used for the attributive modification may be regarded as “assumptive mood”. In previous studies, “periphrastic mood” is not considered as a function of ‘mu’. However, this paper makes it clear that a category of “periphrastic mood” is necessary.
Finally, 3 examples are not sorted into the 4 categories in the “School Grammar”. These examples commonly include ‘將’ in original text of the Analects, which is read in the glossed reading ‘まさにmasani…んとす tosu (allomorph of ‘mu’)’. This word is deemed to indicate the ‘prospective aspect’. However, it does not mean that all phrases including ‘將’ indicate this aspect.
The auxiliary verb ‘mu’ has various meanings, which has been pointed out in earlier works. Hence, the teaching of classical Japanese must not only provide education about basic meaning categories, but also provide knowledge about atypical functions of auxiliary verbs to students.
목차
Abstract
1. 들어가는 말
2. 조동사 「む」의 의미와 관련한 선행연구
3. 무발본논어집해 前篇에 등장하는 조동사 「む」
4. 「む」의 의미와 일본어 고전문법 교육
5. 맺는 말
參考文獻
要旨
참고문헌 (0)
참고문헌 신청함께 읽어보면 좋을 논문
논문 유사도에 따라 DBpia 가 추천하는 논문입니다. 함께 보면 좋을 연관 논문을 확인해보세요!
-
AIと日本語教育について
한국일본어학회 학술발표회
2021 .09
-
중세 논어 번역어에 관한 한일비교연구
일어일문학연구
2021 .01
-
格パターンによる「～込む」の下位分類 - 韓国人学習者を念頭に置いた試み-
일본문화학보
2019 .11
-
중국어 조동사 활용을 통한 공손표현 고찰
중국어문학
2015 .01
-
한국어‘ -어 가지고’표현의 다의적 쓰임에 대한 인지적 고찰
중국조선어문
2022 .05
-
L1 and L2 Glosses : Their Effects on Korean EFL Learners’ Reading Comprehension
언어학 연구
2016 .07
-
《論語》致使動詞配價研究
중국어문학논집
2015 .06
-
논어의 오노마토페와 일본 수용
일본연구
2023 .06
-
「NP+을/를」과 「NP+に/を」의 대응에 대하여
일본어문학
2018 .01
-
日韓両言語の補助動詞「ておく」と「아/어 놓다·두다」の対照 研究 : 構文的な特徴を中心に
일어일문학
2018 .02
-
Clausal Architecture of Auxiliary Verb and Periphrastic Causative Constructions in Korean
언어학
2017 .01
-
현대중국어 조동사의 단독 사용에 대한 소고
중국언어연구
2023 .06
-
영어, 독일어, 프랑스어, 아랍어 조동사의 유형론적 고찰
언어연구
2016 .01
-
『論語』と日本 : 『論語集解』 『論語義疏』の伝承を中心として
동서인문
2015 .04
-
중국인 학습자들의 보조용언 사용양상 고찰-작문 분석을 통한 사용빈도 조사 및 오류 분석
외국어로서의 한국어교육
2018 .01
-
‘보조용언’이라는 문법 범주에 대한 재고
한글
2019 .09
-
영어 중간태 동사 구문 : 영어 심리 동사를 중심으로
언어학 연구
2015 .04
-
현대중국어 ‘必须’의 품사 연구 ― 조동사와 부사의 판별기준 분석을 중심으로
중어중문학
2023 .06
-
언어유형론적인 관점에서 인식적 가능성을 표현하는 문법형태 고찰 - 중국지역 중국·티베트어의 인식양태의 가능성(possibility)을 중심으로
중어중문학
2020 .03
-
언어 사용역에 따른 보조용언의 사용 양상 연구
언어과학
2021 .08
이 논문의 저자 정보
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-151-24-02-088519906