The purpose of this study is to present the contents of ‘Korean politeness’, which can be used to learn ‘Korean as a Second Language’, from the perspective of ‘conversational performance’. To this end, first, the concept of Korean politeness was examined in two elements: ‘sociocultural norm consciousness’ and ‘conversational strategy of individual speech act’. A conversational performance model of Korean politeness was also investigated as a educational unit of politeness contents. This performance model is composed of ‘adjacency pair’ and based of ‘common ground’ including honorific and speech act requirements. In order to construct educational politeness contents for KSL learner, conversational scenes of the revised KSL textbook, Standard Korean for Elementary Schoolchild were then analysed. In conclusion, politeness contents of KSL textbook were revealed in three aspects: ‘practice of using honorific style’, ‘politeness routines’, ‘politeness expressions and strategies’. Based on the results of the analysis, the direction of politeness education for KSL learners in elementary school was finally proposed in both ‘speech act’ and ‘conversation type’ pragmatic education.

This paper aimed to discuss the operative aspects of politeness from two perspectives (i.e., social duty and intentional strategy) by examining the Korean public perceptions presented within the Korean literature texts. As the Korean social duties for politeness presuppose the recognition of status, the speech and behaviors of superiors and inferiors are distinct and fixed. Thus, the truth is concealed to respect superiors’ status while inferiors are forced to do self-depreciation. In addition, speech and behavior for solidarity and fellowship are considered as ones that inferiors dare not perform to superiors, and instead are replaced by obedience and permission to superiors. The intentional strategies of inferiors to superiors for individual profits run outwardly in parallel with polite behaviors performing social duties. However, when they do not bring any profits, the polite speech and behavior disappears, thus bringing about relative betrayal. On the other hand, the intentional politeness of superiors to inferiors is marked in Korea. It is performed to trade profits with each other and recognized according to a hearer’s subjective perspective and emotion. In this way, Korean politeness in terms of the social norms operates in the boundary between harmony and betrayal.

Ahn June-hui. 2016. “Language socialization of politeness in a Korean preschool”. The Sociolinguistic Journal of Korea 24(1). 175~211. This paper examines language socialization practices regarding politeness in a Korean preschool. In particular, it analyzes linguistic and paralinguistic features of politeness that teachers emphasize in their everyday discourses with children, and examines the ways that children reproduce or reconstruct these features and other linguistic resources in their peer talk. The analysis of teacher-children discourses shows that teachers emphasize pragmatic features of politeness such as polite forms of request, politeness routines, soft voices, high pitch, and rising intonations while not correcting inappropriate and ungrammatical uses of honorifics. Moreover, the analysis of children's peer talk demonstrates that children strategically use various linguistic and paralinguistic features of politeness to address goals of their culture-laden peer worlds such as pursuit of power and authority, alliance formation, or evasion of adult control. These findings are discussed in relations to language socialization research, studies on Korean politeness, and research on peer talk.

日本語教育において、ビジネス日本語は知らない場面・語彙・文型が 多く、覚えて、練習するだけの場合が多いのではないか。より深い理解 を得るために、依頼表現に限定して、ブラウン＆レヴィンソンのネガ ティブ・ポライトネスのストラテジーを利用して分析した。その結果、 10あるストラテジーのうち、4つのストラテジーがよく使われていること がわかった。FTAとの関連も調べたが特別な相関は見られなかった。多く の課題が残った分析となった。

본 연구의 목적은 특정 담화 상황의 한국어 말하기에서 중국 인 학습자들에게 공통적으로 나타난 공손성의 오류를 살펴보고자 함 이다. 이를 바탕으로 한국어 말하기에 있어서 ‘공손성’ 교육의 중요성 을 강조하고자 한다. 이를 위해 본 연구의 특정 담화 상황을 ‘문의, 부 탁 및 요청, 거절, 감정표현, 감사’의 다섯 가지로 제시하였고, 한국에 서 유학 중인 TOPIK 5급 중국인 학습자들과 화상 인터뷰를 실시하여 공통적으로 보이는 공손성의 오류 유형을 ‘어휘와 맥락’, ‘문형’으로 분 류하였다. 본 연구의 주요 결과는 다음과 같다. 첫째, 중국인 한국어 학습자들은 ‘부탁 및 요청’의 상황에서 공손성이 현저히 부족한 모습 을 보였다. 둘째, 동사 어간에 주체를 높이는 선어말어미 '-(으)시'를 붙 이는 것과 공손 표현인 '아/어/여 드리다', '을/를 드리다'를 사용하는 점 에서 오류를 보였다. 셋째, 부적절한 문형의 사용으로 담화 대상을 고 려하지 않는 오류가 나타났다.

본고에서는 적극적·소극적 공손 전략이 어떻게 나타나는지 그 실현 양상을 살펴보는 것에 목적을 두고 한국어수업에서 교사와 학습자의 발화를 전사한 자료를 통해 살펴보았다. 적극적·소극적 공손 전략은 체면과 공손성 이론에 기반하는데 이론은 Brown & Levinson(1987)에 의해 체면위협행위를 피하는 전략으로 발전하였고 이 연구에서는 적극적·소극적 공손 전략에 초점을 두고 한국어수업에서는 어떻게 나타나는지 분석하였다. 분석 결과, A와 C수업에서는 관심 기울이기 전략이, B수업에서는 제안·요구·약속하기 전략이 가장 많이 사용되었다. 또한 세 수업 모두에서 적극적 공손 전략이 소극적 공손 전략보다 더 많이 사용되었는데 이는 세 수업에서 교사와 학습자 간 에 체면을 위협하는 행위가 적었다는 것이고 이로써 수업 분위기가 좋았다는 것도 추측할 수 있다. 그러나 이 연구에서는 교사와 학습자의 발화를 따로 구분하여 비교하지 않았고, 수준에 따른 차이가 어떠 한지 구체적으로 살펴보지는 않았다는 한계점이 있다. 이 연구의 의의는 적극적·소극적 공손 전략의 실현 양상을 통해 어떤 전략을 보다 많이 사용하였는지에 따라 수업의 분위기, 학습자와 교사의 관계를 추측할 수 있다는 것이다.

‘공손성’은 화자가 청자를 얼마나 잘 배려하는가를 개념화한 말이다. 한국어에서 공손성은 문법적인 표지에서부터 담화 화용적 상황에서의 맥락적 차원으로까지 다양한 층위에서 드러난다. 본고에서는 한국어의 공손성의 하위영역의 하나인 완화표현이 실제 한국어 말하기 수업에서 어떠한 양상으로 나타나는지를 살펴보고, 완화표현에 대한 교수 · 학습의 필요성을 제고해 보고자 한다.

The aim of this paper is first to examine the characteristics of hints as a form of requests in relation to politeness and then analyze the semantic device on the basis of the type and degree of opacity in natural data. Some hints are so fixed and routinized that their use is the same as that of conventionally indirect requests while others are so diverse and rather specific that their pragmatic force is varied according to the interlocutors and situations. English hints get lower politeness ratings regardless of the degree of formality, while Korean hints with honorifics are considered very polite. A survey of requestive hints in natural Korean and English data has shown that the frequencies of hints are about one third of all the utterances by speakers of Koreans as well as those of English. This means that provided that there is no lack of pragmatic clarity between interlocutors, there is a tendency of avoiding expressing explicitly what they would like to say. That is the very essence of using hinting strategies, which could explain the discrepancy between lower level in politeness and high frequency in actual use. The hinting strategies adopted here are a means to establish solidarity. Besides, among the three strategies in propositional scale, speakers of Korean are found to prefer statement of act to statement of component, while those of English prefer the latter to the former. Explaining hinting strategies as a means to realize politeness in this way faces a dilemma in the light of the formulation of politeness by Brown & Levinson(1987) in that both indirectness, a negative politeness, and solidarity, a positive politeness, are thought to be used under a single strategy in this approach. This could call for a new concept of politeness and further studies.