The purpose of this paper is to compare how the South and North Korean press used the terms of address and honorifics for the leaders of the two Koreas. We analyze the press reports related to the three inter-Korean summits in 2018 and the Panmunjeom meeting among the leaders of two Koreas and USA in 2019. We focused on the data of address terms and honorifics for President Moon Jae-in and Kim Jong-un used by the South Korean and North Korean newspapers. Specifically, we looked at the difference in usages between the South Korean newspapers and North Korea's newspaper Rodong Sinmun, the difference in usages between the Hankyoreh and Chosun Ilbo in South Korea, and the difference in usages between the 2000 and 2018 inter-Korean summits. Through this analysis and discussion, we can clearly see that many factors affect the use of language in the media, such as the political system of the two Koreas, the political attitude of the two South Korean media toward North Korea, and the age of the top leaders of North Korea.

The purpose of this paper is to show that South Korean students of Japanese have a gap between their knowledge and usage of Japanese honorifics, and to illustrate misusage of Japanese honorifics by the South Korean students through the analysis of the example sentence, “My father went to the United States.” According to analysis of this paper, native Japanese speakers are influenced by both the UCHI-SOTO relation and the vertical relation of age when they refer to their father. But the students are influenced only by whether “father” is their father or other’s father. Furthermore, the students don’t necessarily recognize the rule in Japanese honorifics, that is, “Do not use the honorifics when you speak of your father to a person outside the family (SOTO).” The conclusion of this paper gives the following suggestive points to the teaching of Japanese honorifics. First, we have to teach that how to refer to “father” varies with the listener. Second, it is required to fully explain the concept of UCHI-SOTO and to make well-known the rule in Japanese honorifics, that is, “Do not use the honorifics when you speak of a person in your group to a person outside your group.”

Korean honorifics system is very well developed. It is divided into three categories, including subject Korean honorifics, object Korean honorifics and relative Korean honorifics. Firstly, this paper briefly introduced the three types of Korean honorifics, and then mainly investigated the most important part of Korean honorifics system-relative Korean honorifics. Besides, the paper researched the mistakes Chinese learners often made, comparing with Chinese honorifics. The paper may help Chinese learners to understand and master Korean honorifics much better and efficiently.

Chung (2001) claims that non-final conjuncts without overt tense morphemes which produce asymmetric tense interpretations are to be analyzed as TP; and Lee (2005) argues that the verbal honorific affix -si- never occurs in non-final conjuncts so honorific agreement between the subject and the verb takes place in the final conjunct only and thus the Korean gapping constructions should be analyzed as vP coordination. However, these two previous analyses seem to fail to make the generalizations on the distributional behaviors of gapping constructions, facing theoretical and empirical difficulties. To solve the problems they face, we claim that verbal gapping in Korean is allowed to occur in all non-final conjuncts when the covert predicates of the non-final conjuncts have an identical semantic relation value with that of the overt verb in the final conjunct, regardless of the consistency of the honorific and tense values between conjuncts.

본 연구에서는 일본인 학습자들을 대상으로 한국어의 대우법을 효과적으로 교육하여 바른 표현을 이끌어 낼 수 있는 방안을 모색하고자 하는 데 그 목적을 두었다. 일본인 학습자를 대상으로 한 한국어 대우법 교육에 반영되어야 할 점은 다음과 같다고 볼 수 있다. 첫째, 주체높임법, 상대높임법, 특수어휘높임법만을 구별한 기계적 문법교육은 지양되어야 한다. 둘째, 수업모형 및 단원 구성에 있어서 한국어와 일본어의 대우법의 차이점의 고려가 집중적으로 다루어져야 한다. 셋째, 교재 및 단원구성에 있어서는, 실생활에서 가장 많이 접하는 관계를 중심으로 그 예를 비교적 다양하게 제시해야 한다. 역할극을 활용한 한국어 대우법 수업은 학습자간의 상호 대화를 통하여 학습에 적극 참여할 수 있는 기회를 제공할 수 있어 바람직한 한국어 학습 방안 중 하나라고 할 수 있다.