The Tay people are the ethnic minorities with the largest population in Viet Nam, mainly distributed in the Northern Uplands and Midlands, mostly concentrated in the provinces of Cao Bang, Lang Son, Tuyen Quang and Ha Giang. Over the long history of development, along with the development and improvement of their language, the Tay people have gradually created a type of writing system using the graphic, phonetic, and meaning elements of Chinese characters in combination with indigenous phonetic and linguistic elements, to create the system that is called the Nom-Tay scripts or the Nom script of the Tay ethnic group. Traditional Tay literature is mainly recorded in this Nom - Tay script. The article reliesupon the texts that belong to the genre of narrative poetry (in this genre, a story is written as a long poem) written in Nom - Tay- the most significant part of the written classical folk literature of the Tay ethnic group. Materials from the texts, currently stored at the Institute of Sino - Nom Studies (Vietnam Academy of Social Sciences), will be used to conduct an analysis of the usage and the method of writing of the Chinese characters in these texts. Thereby, the article strives to confirm the important role and the ample appearance of the Chinese characters in VietnameseNom- Tay texts.

In this study, the historical process of the Chinese characters was briefly summarized in Korea based on prior research to date. It also analyzed the current status of Chinese characters’ use in Korea, and based on this, it presented prospects and challenges for the future. The process of acceptance and development of early Chinese characters in Korea has changed from the invention and enlightenment period of Hangul and the two periods From the period before the creation of Hunminjeongeum to the period of the Three Kingdoms Period, the Unified Silla Period, and the early Joseon Dynasty, Chinese characters were common characters, and there was a significant gap from the words used by Koreans at that time. In an attempt to narrow the gap even a little, a number of techniques such as Idu (吏讀), Kugyol(口訣), Hyangchal (鄉札) have emerged. Even after the creation of Hunminjeongeum, the official writing system was still Chinese for the ruling class, and most of the writing life, except in special cases, progressed to Chinese characters. Also, Idu or Kugyol continued even after the creation of Hunminjeongeum. The period of modern Korean language from the beginning of the Japanese colonial period, when the various conceptual and technical words of the West flowed from the outside, and the Japanese colonial period that failed to use Hangul, was also an important turning point in the formation and development of Chinese characters and Chinese characters. This is not only a very important period in the formation and development of Chinese characters and Chinese characters, but also a transitional period. Not only were many Japanese translations and conceptual words poured in, but they also had to learn Japanese words and writings instead of Korean words and writings. After Korea’s liberation from Japan’s colonial rule, it has led to the appearance of today’s Korean language after much effort, including studying Hangul in earnest and devising language policies. In this process, Chinese characters and Chinese characters have become increasingly hidden or marked in Korean and Korean, and with the presence of Chinese characters in the large context of Korean, the perception of Chinese characters and Chinese characters is gradually disappearing. In the present situation where Chinese characters, Chinese characters, and Chinese character education are extremely limited, simply claiming the current status or importance of Chinese character education can be seen as a return to the past or an outdated empty discussion. Therefore, the problems of using and educating Chinese characters and Chinese characters need to be addressed with strategic and practical problems, reflecting the language reality of Korea now, not just the matter of the party satellite. In addition, there is a future of Chinese characters in Korea when they are developed in a modern sense by making good use of their merits, such as Ideographic, economic, and connotation.

국내 초등 교실환경에서의 한자교육은 대부분 좌뇌기능 중심의 교수법으로 진행되고 있다. 그러나 초등학습자의 뇌발단 단계와 한자의 뇌기능적 특성을 고려해 볼 때, 한자교육은 우뇌 기능의 활성화를 유도하는 교수방안을 선택해야 한다. 본 연구는 초등학습자들에게 뇌친화적 한자수업의 필요성을 제기할 목적으로, 그 방안의 하나로써 ‘이미지텔링 연상법’을 통해 한자 인식의 효율성을 검증하고자 하였다. 이에 국내 초등학생 38명을 대상으로 뇌친화적 한자수 업을 제공한 결과, 기존방식대로 한자수업을 받은 집단보다 ‘이미지텔링 연상법’이란 뇌친화적 수업을 적용한 집단의 학습자가 한자의 장기기억화에 더 효과적인 것을 확인하였다. 또한 통계적으로는 약 3배 가까운 학업성취도를 보이는 것으로 나타났다. 본 연구가 향후 뇌친화 적 교수방안에 대한 관심을 유도하는 계기가 되길 기대해 본다.

Taboo is an ancient custom in China. The taboo system was applied to the names of emperors had a long history in China. Beginning from Zhou Dynasty, until to Qing Dynasty. It is true that taboo system has caused confusion of the recording of ancient Chinese books and inconvenience to the study of historical materials, but one will be able to apply its principle to appraise the authenticity of those books and materials of one has a good grasp of it. Taboo studies also have a long history. According to Chen Yuan’s陳垣 Shi hui ju li史諱舉例，there are different ways to avoid the forbidden words, such as change the character, blank character, omit a stroke, change the pronunciation, etc. This paper claimed that besides change the forbidden word to a synonym, other ways to achieve taboos were occurred in Han Dynasty, such as “missing one stroke of a Chinese character”, “change the formation of a Chinese character”, “change the shape of a Chinese character”, etc. That means the old conclusion of Chen Yuan and other scholars may be not true. However, philologists argued that those changes are the result of the variant form of a Chinese character異體字. Scholars stated that the way to avoid a tabooed word in Han dynasty was to change the forbidden word to a synonym. In this paper, according to Louji’s 婁機 Hanliziyuan漢隸字源, Hongkuo’s洪适 Lishi隸釋, Zhou Guangye’s周廣業 Jing shi bi ming hui kao經史避名彙考, we examine the relationship between tabooed character and variant form of a Chinese character. Finally, discuss the importance of variant form of a Chinese character in the aspect of taboo studies.

Expression type for mixed-use of Dongba characters can be divided into dominant type and parallel type. Causes for mixed-use includes three points: 1. similar or compatible patterns are the precondition for mixed-use; 2. certain relation exists among semantics of words represented by characters, or characters belong to the same classification in terms of meaning or have correlative meanings; 3. outcome is obtained during self-adjustment transitional stage of internal character of writing system. There are three solutions to solve the problem of similar characters: 1. re-distribution of characters’ functions; 2. integration of characters; 3. reconstruction of expression which is embodied in two aspects, including ideographical and phonetic expression transited from ideographical expression to additional phonetic complement, and transition from ideographical expression to pure phonetic expression.

An advocate of the exclusive use of Hangul asks to an advocate of mixed use of Chinese characters. We don't have any problems in delivery of meaning by only using of Hangul, and don't get any educational effects by teaching Chinese characters, then why do we have to study Chinese characters mixed that are the remnants of Japanese colonial era, why do we increase studying burden and private education? On the other hand, an advocate of mixed use of Chinese characters ask to an advocate of the exclusive use of Hangul. We can't communicate clearly by only using of Hangul, and ㄴstudying Chinese characters strengthen thinking power, then why do we have to stop the mixed use of Chinese characters that is effective in education of students. There are big differences of opinion each other. How can we harmonize these two conflicting thoughts. In results, We have to stand not on the scene of a dispute but on the field of an education, and we have to watch and judge this problem as we think about my own child. Which is effective in understanding any vocaburary, and in improving Korean language ability? This question is the only one standard of choicing way to go. Learning and communicating capabilities, thinking and creating powers of students are the most important factors in judging way to go. Any other factors have to be excluded.

In the study of Thai-Chinese transliteration(referring to the Thai-Chinese Dictionary, The Foreign Name Handbook, and The World of Country Maps), it is found that some Thai place's names derived from Chinese language, but have different versions of pronunciation due to dialect language usage. The Thai-Chinese Dictionary transliteration, based on Chaozhou dialect, sound and pronunciation are quite different from Foreign Name Handbook and The World of Country Maps transliterations which are based on Mandarin pronunciation. To be more precise, there are [-p], [-t], and [-k] consonants in Thai language but there are only [-p] and [-k] consonants in Chaozhou dialect. When a Thai word which ends with [-t] sound, Chaozhou uses the [-k] sound instead. However, because there are no similar consonant sounds in Mandarin, Thai words must be uttered the same tone as existing words.

壯族是中國人口最多的少數民族，主要聚居在廣西、雲南和廣東。壯族傳統上使用一種以漢字為基礎的文字，民間稱為「生字」（拉丁壯文：Sawndip），學界則稱之為「方塊壯字」或「古壯字」。雖然中國政府在1955年頒佈了拉丁壯文方案，但民間一直有繼續使用方塊壯字。本文以壯族人口比較最高的廣西德保縣、靖西縣為對象，從2003年至今定期到當地進行調查，考察方塊壯字在當代壯族社會的應用範圍。本文指出方塊壯字的主要用來記錄詩歌、壯劇、宗教儀式唱詞、諺語、電影壯語配音稿等，這些範圍都與壯語口頭文化有非常密切的關係。相反，凡是與口語關係不直接的讀寫活動，當地人民幾乎都只會以漢字漢文記錄，方塊壯字與漢字之間的功能分工非常清楚。

Phonetic Complement of the homophone system in ShuoWencame from different periods. The Character-building ability of the same phonetic complement is different in different periods. According our study, more than half of the phonetic complements in ShuoWenhave already existed in the Shang Dynasty. Only 10%-20% of the phonetic complements were appeared in the other periods. Almost a third part of characters which existed in the Shang Dynasty were largely chosen as phonetic complement at that time.

이 논문은 鬼와 畏를 字形․字音․字義세 방면으로 살펴본 후 두 글자가 同源관계에 있다고 주장한다. 字形을 보면 畏는 鬼가 卜이나 攴를 들고 있는 모형 이며, 字音을 보면 畏는 影母微部에 鬼는 見母微部에 속하여 서로 통하고, 字義를 보면 두려워하다는 의미를 지닌 畏는 鬼에서 분화되어 나온 글자이다. 본고는 이에서 한 걸음 더 나아가 鬼와 畏를 音符혹은 意符로 하는 글자들의 공통 의미인 ‘크다’, ‘기이하다’, ‘고르지 않다’ 등의 의미를 도출해낸 후 이러한 연 구 결과와 한자교육과의 접목 필요성에 대해 언급하고 있다.

文学是以文字表现出来的，文字就是文学的最重要工具。不过在韩国无论是一般人，或是学术界，对文字并没有明确的概念。韩国本来用汉字， 后来创制韩文，加以混用，由此韩国的文字就是汉字与韩文两种文字结合而成，一直用到现在了。不过混用两种文字，往往造成混乱，有些人主张废除汉字，专用韩文，很像是过去中国的鲁迅所说“汉字不灭，中国必亡。”的主张。尤其韩文学者的这种主张是很激烈的。汉字是韩国的国文，还是外文，国家及学术界都没有明确的答复。研究文学的学术界竟然对自己的文字也没有统一的标准，可以说是搞文学最基本的条件也没有具备。 在此主要探讨有关汉字的这种问题，想找一个标准，来建立国文的范围。汉字不能说是外文，韩国用汉字的历史已经超过两千年，过去韩国的文献，绝大部分都是使用汉字记载的。到了现在计较汉字的产地，排斥汉字，并否定用汉字的历史，这不能说是合理的态度。 世宗大王创制训民正音，并不是要代替汉字的，而是要补充汉字的缺点。汉字原来并不是很完善的文字。‘字形’到了秦始皇才开始用统一的形态。‘字音’呢，到了现代造出汉语拼音方案以后才有了全国性的标准音，这才有了半世纪左右的历史，又是借用罗马字母的。训民正音就是汉语拼音方案一样，给每个汉字注音，更进一步用韩国话解释字义，这是因为训民正音不只是表音符号，而是一个完整的表音文字，用来把汉字及汉文的意义都可以翻成韩文。 训民正音如此解决了当时文字的两大问题；其一确立汉字的注音方法，以确定汉字的标准音，其二可以记录当时的口语，一般平民也很容易掌握文字，可享有文字生活。 训民正音既是伟大，正如郑麟趾说；“因声而音叶七调，三极之义，二气之妙，莫不该括，以二十八字而转换无穷，简而要，精而通。……虽风声鹤唳鸡鸣狗吠，皆可得而书矣。”，不过训民正音还是表音文字，只能表音，不表义。因此与汉字结合，才能尽其功用，这就是世宗大王创制训民正音的目的了。 现在我们用汉字是极为自然的，单独用韩文是不合世宗大王的意图，是很明确的。再说我们用的汉字就是我们的文字。

敎育人的資源部는 2000년 12월 30일, 2001년도부터 적용되는 한문 교육용 기초 한자 1,800자 調整案을 확정 공표하였다. 교과용 도서 편찬에서 인명, 지명 등 고유명사는 이와 관계없이 지도할 수 있고, 1,800자 이외에 1할 범위 내의 追加字를 허용하고 있으므로, 현실적으로는 2,000자 이상의 한자가 필요하다는 것을 인정한 셈이다. 이 연구는 한자 학습의 효율성을 提高할 수 있는 방법을 제시하여, 학습자로 하여금 체제적으로 한자를 익힐 수 있게 하는 실용적인 목표를 달성하고자 한 것이다. 한자 학습의 어려움은 주로 字數가 많다는 것과, 字形이 복잡하다는 것으로 歸結된다. 자수의 문제는 일상생활에 필수적인 한자를 選別해서 우선적으로 학습하는 방법으로, 자형의 문제는 구조 분석을 통한 類別 학습 방법으로 해결할 수 있다고 보았다. 『한문 교육용 기초 한자 1,800자 조정 백서(교육인적자원부, 2001.)』의 「교육용 한자 조정을 위한 기초 자료를 참조하여, 검토 대상 한자 4,979자 중, 14점부터 2점까지의 한자 3,061자를 表題字로 삼아 해당 한자마다 점수를 倂記하되 중학교용에는 M(middle-school의 이니셜)자를, 고등학교용에는 H(high-school의 이니셜)자를 덧붙여 두어서 학습 優先順位를 판단하는 기준을 삼을 수 있도록 함으로써 자수의 문제를 해결하고자 하였다. 출현 頻度가 높은 한자부터 학습하는 방법은 수준별?능력별 학습량 조절에도 적용될 수 있을 것이다. 자형의 문제는 자형 분석 방법과 字索 결합 유형 및 形聲의 원리를 활용하는 방안을 제시함으로써, 복잡한 자형을 구조화하고 단순화하여 이해하게 하는 방법으로 해결하고자 하였다. 類別 학습의 장점을 살리되, 종류별로 모으는 기준을 部數와 聲符의 양대 기준으로 바꾸어, 부수 및 성부를 중심으로 각각 소속 한자들을 점수와 함께 정리하여, 여러 가지 방법들이 종합적으로 활용될 수 있도록 적용 방법과 함께 예시하였다. 이 논문에서 제시하는 방법은, 따로따로 또는 부분적으로 활용되어온 기존의 원리들을 전체적이고 綜合的으로 충실히 적용하고자 하는 것이기 때문에 생소하지 않고 간편하며 부분적인 방법들의 단점을 상호 보완할 수 있다. 부록으로 제시된 자료들에 여러 가지 정보를 추가하면, 더 깊이 있고 창의적인 학습이 가능할 것이다.

King Sejong created Korean characters so that the general public could express their thought freely in written communication. This is unique in the history of mankind, but as much of the vocabulary of our language consists of loan words from Chinese it must be confusing if we use only Korean characters because there will be no good ways for us to tell the difference between a great number of Chinese homonyms that we coined or borrowed. Therefore we have fostered a culture where we use both Korean and Chinese characters to minimize the possible confusion. A good look at the present Elementary School Curriculum will tell us that simultaneous teaching of Chinese characters is more or less optional, so we elementary teachers have had this option reflected on our classroom teaching. Entering a new age of simultaneous use of Chinese characters, we teachers need to know what actually happens in the classroom to teach Chinese letters and to indicate the directions for adequate teaching. The most important purpose of simultaneous teaching of Chinese characters at Elementary School levels is to help students exercise their brain, expand their thinking and know how to pick up exact words in the context, as well as inculcating good personality. No one will discount these benefits of simultaneous use of Chinese letters. Until recently, Korea has run its national system and nurtured its culture through the Chinese transcription. Therefore, passing on and developing the rich linguistic legacy will undoubtedly result in maximizing the potential of our nation. However, as the power system changed, our country`s literacy policy changed too often, which we know caused confusion. Also, in the dimension of national education, some narrow-minded policies led us to the path of localism. It is thus more than imperative that we teach both Korean and Chinese letters to our children since we live in the 21st century and in the Global Village. For the program to be successful, priority should be given to the awareness of the pedagogical importance by the principals and their assistants who are the managers of the education in the field as well as to the implementation by the teachers in the classroom aided by a variety of off-the-job training programs, seminars and symposiums. The government should establish an educational policy to get people to make use of Chinese characters which account for 70 percent of our day-to-day use of written language. In sum, starting from the Elementary School education, teaching Chinese Characters should be included in the regular curriculum and there must be a simultaneous use of this graphic system in the Korean textbooks, which will in time instill the notion of efficiency and economy.

The recent development of information technology is transforming and redirecting our life into a new one radically different from the past, and such transition in the history of human civilization puts a new meaning on today`s mission of Chinese literacy program in Korea. Now the Chinese literacy education should set up a new set of goals and attempt to improve the methods of teaching and learning in addressing those essential problems including the restoring of the lost ethnicity, the healing of the inveterate social illnesses, and the creative development of the national spirit. Once we are in the age of simultaneous use of Chinese characters in Korea, the teachers of Chinese characters and Literature in highschool should bear in mind the following objectives: First, we should teach the students so that they may help our nation become a strong economy. Second, we should teach the students so that they may have the two Koreas reunified. Third, we should teach the students so that they may better served the tourists from abroad. Fourth, we should teach the students so that they may make our country a local center for knowledge and information. Finally, we should teach the students so that they may help make our spiritual and cultural potential better known to the world. In order to implement the goals in the specific situations, this paper made a survey on the personal opinions of both the teachers and the students and on the possible measures for improvement toward the problems of Chinese literacy education in highschool, and proposed a step-by-step method of teaching Chinese characters and literature for an effective implementation in highschool. As an introductory step dealing with the basic principles, the first step covers the teaching and learning of radicals, of penmanship, of and of reading. As a step for understanding and activating, the second step deals with resources teaching and learning, coinage teaching and learning, mind-map teaching and (earning, NIE(Newspaper in Education) teaching and learning, etc. As a unified level, the third step includes exploration teaching and learning, creative teaching and learning, cooperative teaching and learning, team-teaching methodology, and cyber teaching and learning. Thus the curriculum in highschool will be able to double its educational effect not only on the personal development of the students but also on the national benefits. In the age of simultaneous use of Chinese characters, the teaching of Chinese characters and literature in highschool should search for varied methods and approaches so that we may write a new chapter in which we are able to develop the benefits of our geographical location in the center of the Chinese-character culture zone and to contribute to the prosperity of our nation, the peaceful co-existence of the Far-eastern countries, and the enhanced level of spiritual and cultural awareness of the Globe. For this common purpose all levels of formal education from elementary school to college as well as research institutes should participate in this literacy program with a shared spirit.

최근 감정에 대한 연구는 게임을 하는 사용자와의 상호작용을 높이는 요소로 주목 받고 있다. 그 동안 게임에서 표현되는 감정은 간단한 구조를 사용했었다. 하지만 게임에서 사용되는 감정에 대한 사용자의 요구가 높아지면서 감정을 구조화시킬 필요가 생겼다. 이 논문에서는 게임 속 캐릭터의 감정을 위해 생물학적 감정 원리를 기반으로 제안된 감정규칙을 활용했다. 그리고 감정에 영향을 주는 게임 구성요소를 분류하고 캐릭터가 게임에서 감정을 인지하기 위한 구조를 제안한다. 이를 통해 기존의 게임에서 사용된 감정을 감정의 역할로 분석하고 게임에서 감정을 표현하기 위해 고려 해야할 구조적인 틀을 제안한다.

게임에서 흔히 사용하는 전신형 가상 캐릭터를 이용한 감정 표현은 주로 몸동작을 이용한다. 이때 가상 캐릭터가 표현하는 모든 감정에 대하여 각기 다른 애니메이션을 만들어 주어야 한다. 이런 이유로 인간과 같이 감정의 강도에 따라 다른 크기의 동작을 표현하려면, 만들어야 할 애니메이션의 수가 기하급수적으로 늘어나게 된다. 이러한 문제를 해결하기 위해 본 연구에서는 가상 캐릭터가 감정 강도에 따라 다른 크기의 동작을 행할 수 있게 하는 방법을 제안한다. 본 연구에서는 감정 강도별로 캐릭터가 동작을 형성하기 위해 회전시키는 뼈대에 가중치를 주어 소극적인 표현 또는 과장된 표현이 가능하도록 하였다. 제안하는 방법을 검증하기 위해 실제 가상 캐릭터에 신체 가중치를 적용할 수 있는 EATool(Emotional Animation Tool)을 구현하였다. 구현된 환경을 통해 걷기 동작에 서로 다른 감정을 부여한 후, 각 감정의 강도에 따라 신체 가중치를 적용하였다. 실험 비교 결과 감정 강도에 따라 동일한 걷기 동작의 형태가 달라지는 것을 확인할 수 있었다.