고등학교 일본어 교과서에 나타난 「경어표현」 분석

Abstract

Grammatical similarities are similar in Korean and Japanese, but there are enough differences in honorific expressions. Absolute is represented by the constant reference to the Korean honorifics, Japanese himself against his bosses if you want to talk to the other party on the scene, the first person in a relationship of mutual-dependent absolute honorifics system. How honorific expressions such as honorific obvious difference because in high school Japanese textbook is presented, and any aspect that appears in the actual day-to-day life were analyzed. To identify trends and usage frequency, the 7th National Curriculum Japanese textbookⅠ·Ⅱ textbooks and the 2007 Revised National Curriculum Textbooks Japanese Ⅰ honorific expressions divided as「respectful expressions」「modest expressions 1」「modest expressions2」「courteous expressions」 「beautification expressions」 Based on this honorific expressions that appear in textbooks that reflect everyday life in the drama examples focusing on any aspect appears comparative study. The 7th National Curriculum Japanese textbook I and Japanese textbook II comparison of the results were no big difference in the overall frequency. However, the expressions of 「～てください」「お～する」「beautification expressions」are occupied mostly. In Japanese textbook Ⅰ,「modest expressions 1」「modest expressions 2」 「courteous expressions」do not present nearly, the Japanese textbook Ⅱ was dealing with a lot. It showed in certain scenes like conversations with friends, shopping malls, letters, e-mails, greeting cards, etc..., and lacked a lot of description in honorific expressions. Comparison of Japanese and the 2007 revised Japanese textbookⅠand the 7th national curriculum 2007 revised Japanese textbookⅠ, there was no significant change in the results. 「～てください」「お～する」「beautification expressions」was showed higher frequency, on contrary, 「modest expressions 1」and 「modest expressions 2」 were hardly dealt with 2007 revised Japanese textbookⅠ. Especially, 「いらっしゃる」of「respectful expressions」deals with greeting expressions and the usage of「いる・来る」in the 7th, but covers a whole using the honorific expressions was reduced in the 2007 revised national curriculum. The targets of Honorific expressions were conversations with friends, shopping malls, letters, e-mails, greeting cards, etc. There was no significant difference between the 7th national curriculum and 2007 revised national curriculum. Comparison of Japanese Ⅰ and the 2007 revised curriculum drama was the result of differences in the frequency and usage trends. 「modest expressions 1」and「modest expressions 2」 almost do not present in the 2007 revised Japanese textbookⅠ, but not high percentage of drama, in a variety of situations in everyday life was proposed. Presented conversations with friends, shopping malls, letter, letters, e-mails, greeting cards, etc...in textbooks. Unlike the case of textbooks, the honorific expressions using in company, business relationship or a public scene were unknown in the drama. Through this study, honorific expressions appear in the textbooks reflect everyday life and drama were used to identify trends. I want to propose the followings. First, the honorific expressions in textbooks for representation must be presented. Second, the representation of various honorifics, rather than concentrating on a specific representation should be introduced. Third, specific scenes only the honorific expressions in a wider variety of perspectives, rather than to present the present learners need to be able to be polite expressions learning.