근대 계몽기 외국어 교육 실태와 일본어 권력 형성 과정 연구

Abstract

The purpose of this study is to inquire into foreign language education and the formation of Japanese language power in the modern period, when language influence was derived communicative ability in a foreign language. Language power is not a technical term, but many scholars have used “language and power” instead of “language power.” This tendency is similar to sociolinguistics. The term does not exist in the dictionary of sociolinguistics, though terms such as language change, language contact, language conflict, language rights, and language shifts do. Broadly these terms are related to language and power indirectly. Foreign language power resulted from communication capability. This power came about from communication capability with foreigners in the period of modern enlightenment in Korea. I divide the history of foreign language education into three steps. First, before the introduction of the modern school system in Korea (1880-1894), some government bureaucracies had an interest in foreign language, introducing a need for interpretation and translation. Some schools were established at this time for the purpose of interpretation and scientific skills. Such schools included Dongmunhak (同文學), Wonsanhaksa (元山學舍), Yukyeong Gongwon (育英公院), and others. Second, after the Gabo reforms in 1894 (甲午更張), the first school system was introduced in Korea, and the law for the foreign language school system was announced. Japanese was one of the foreign languages in these systems. The foreign language schools consisted of English, Japanese, French, German, Chinese, and Russian. But school buildings and teachers were separated into one language. Third, during the period of Japanese supervision, the so-called Tonggam period (統監時代, 1906~1910), Japanese became a foreign language that was equal to the Korean language. As a result, at the initial stage, Japanese language was a foreign language, and it continued to progress to become a foreign language equal to the mother language. Therefore, the Japanese language became a national language in the colonial period. I believe that language is used for communication, and therefore language is related to race, culture, and society. This means that language is related to elements of social power. In particular, communicative ability is connected with the formation of language power. Interpretative and translation abilities have been recognized as being connected with knowledge information circulation in the time before the introduction of the modern school system. The influence of the Japanese language strengthened gradually through Japanese colonial policies and the policy of language dissemination. I conclude that the study of language power is a sociolinguistic problem with a rich historical background.