Kang Hyeon-seok. 2012. A Comparative Sociolinguistic Study of Protestant and Buddhist Prayer Texts with a Focus on Sentence Type, Speech Act, and Hearer Honorifics. The Sociolinguistic Journal of Korea 20(2). pp. 1-31. This paper analyzes 180 prayer texts of Protestantism and Buddhism (90 per each), and investigates differences in sentence types, speech acts, and hearer honorifics. More various sentence types were observed in Buddhist prayers than in Protestant prayers. In addition. more declaratives were used in the former, while more imperatives were found in the latter. In Buddhist prayers, speech acts of stating and promising were performed more often, whereas in Protestant prayers petitioning and thanking speech acts were found in a higher proportion. An attempt was made to explain these differences on the basis of different doctrinal and philosophical background of the two religions. Two kinds of analysis of hearer honorifics were conducted in this study: The first was based on the speech levels of different sentence ending styles; the second, a comprehensive analysis, was performed incorporating all the relevant factors in hearer honorification: sentence ending styles, politeness markers ‘-op-’ & ‘-si-’, and the auxiliary verb ‘juda’. The latter analysis proved to be more accurate and could reveal inter-religion differences that the former was not able to disclose. Different patterns of hearer honorifics used in the two religions’ prayer texts were attributed to two distinctly transmitted linguistic subcultures. Two additional phenomena of synchronic and diachronic variation observed in the prayers are also introduced and examined: 1) speech accommodation phenomena (Giles & Ogay 2007) found in the prayers of teachers teaching children in churches and Buddhist temples, 2) ongoing language change in prayer language.

The purpose of this paper is to look into theoretical features of the three leading sociolinguists, Dell Hymes, William Labov, and John Gumperz.On the basis of meta-theoretical terms, which help one to see the differences and similarities of given theoretical viewpoints, this study attempts to delineate main characteristics of the sociolinguistic approaches of the scholars.They are discussed by getting answers to questions such as how they see language or language use, how they perceive sociolinguistics as a discipline in relation to linguistics,to what extent they differ regarding their sociolinguistic approaches and where they can be positioned in the tradition of the philosophy of science as well as that of language study.Dell Hymes' approach, along with his view on the ethnography of speaking, is characterized as featuring sociolinguistic relativism. His major concern is to understand and describe socioculturally-bound ways ofspeaking or communication.In contrast, William Labov's approach,along with his study of sound change at social and regionallevel,is characterized as featuring sociolinguistic realism. This means that he is concerned with scientific description of language shifts as they happen as a whole in the context of actual language use. In addition,John Gumperz's approach is characterized as sociolinguistic interactionism. Unlike the previous two scholars, his sociolinguistic approach is uniquely microscopic in thathis main focus is placed on communicative interactions at the level of individual encounter, like interviewsorface-to-faceconversation.

This paper stipulates Sejong and Saussure as integrative linguists that based their work on scholastic research, and by comparing their representative works, "Hunminjeongeum with Commentaries" and "General Linguistics Lectures" which were published by people close to them, this paper shows the modernity and post-modernity of their linguistics in terms of their discursive significance. The modernity of Saussure’s linguistics was revealed through scientific methodology of language research using such analysis strategies as langue-centered language research. Although Sejong’s methods were different, he also applied the same scientific and universal rationalism in his invention of letters. Saussure was definitely a modern structuralist, he also opened the possibility of integrative linguistics. Sejong also fully showed such two-sided characteristic through Hunminjeongeum. He had thoroughly expressed the two-sided characteristic in the principles of Hunminjeongeum letters by paying attention to both universality and uniqueness. The differences between these two become prominent in terms of history and the subject. Saussure used the strategy of trying to eliminate historicity through the dichotomy of diachronie and synchronie. In contrast, Sejong naturally accommodated the Asian historical tradition. Ultimately, the linguistics of Sejong and Saussure are integrative (fusional). The setting of the issues and strategy of Saussure, who wanted to establish a unique domain for linguistics, in fact premised a fusion or integration between linguistics and other scholarly disciplines, or requested such a result. The creation of Sejong’s Hunminjeongeum is the result of scholastic fusion of such disciplines as linguistics, music, and science.

This study analyzed English words that are used in the middle school English text books of the 6th and the 7th National Curriculum in Korea. For this analysis, an English corpus of a total of 1,230,023 nodes was built out of 63 English textbooks of the 6th and the 7th National Curriculum. The study specifically investigated the following items for analysis: 1) tokens and types of words used in the middle school textbooks, 2) frequency of the words, and the numbers of new words introduced in each school-year, 3) high-frequency words in the textbooks with reference to those in large-scale general English corpora, 4) parts of speech of the words and their frequencies, and 5) the comparison of the words used in reading parts and listening parts. Analysis of the corpus revealed the following results. Regarding the average number of tokens and types, the textbooks based on the 7th Curriculum contain more than those based on the 6th Curriculum. As for the frequency of the repetition of words, the 6th curriculum textbooks are more than the 7th curriculum textbooks. Comparison of vocabularies used in the text corpus and in general large-scale English corpus shows that there are more similarities than differences.

이 글은 초등 사회교과서와 중, 고등학교 역사 교과서의 대몽항쟁 관련 서술을 언어학적 접근 방식으로 분석하였다. 분석한 결과, 학교급별로 행위자의 유형, 행위자와 프로세스 관계 제시 방식이 달랐다. 행위자의 유형은 초등의 경우 다른 학교급에 비해 추상적이고 일반적인 행위자가 제시된 반면 중, 고등학교 역사교과서는 행위자가 구체적 인물부터 집단과 세력 그리고 명사화된 추상적 행위자에 이르기까지 다양하였다. 행위자와 프로세스 관계를 보면, 초등은 행위자와 프로세스 유형이 단일하게 연결되었지만 학년이 올라갈수록 행위자와 연결된 프로세스 유형이 복합적으로 제시되었다. 한편, 시간성과 인과관계를 보여주는 문법 장치는 학교급별 차이가 보이지 않았다. 학생들의 이해 수준을 고려한 서술방식은 행위자의 유형이나 행위자와 프로세스의 관계를 단순화시키는 것보다 시간성이나 인과관계를 문법 장치로 명확하게 보여줄 필요가 있다.