143
drive to communicating in speech, which Philip Rubin includes among the characteristic of good
language learners.
REFERENCES:
1.
Brown, A. Pronunciation and phonetics. Routledge. 2014, 309 p.
2.
Carney, Andrew. A Note on diphthongization before tense sonors in Irish: an articulatory
explanation. Journal of Celtic Linguistics. 7. 2002. pp. 129-148
3.
Griffiths, Carol. Lessons from Good Language Learners. Cambridge: CUP. 2008.
4.
Hewings Martin. Pronunciation Practice Activities. A Resource Book for Teaching English
Pronunciation. Pearson Education, 2016. 253 p.
5.
Jenkins, J. The phonology of English as an international language. Oxford: OUP. 2000.
6.
Kelly, Gerald. How to teach pronunciation. Pearson Education. 2006. 164 p.
7.
Rubin, P., Vatikiotis-Bateson, E. Measuring and modeling speech production in humans.
Springer-Verlag, New York, 1998. pp. 251-290.
8.
Underhill, A. Sound foundations: learning and teaching pronunciation. Macmillan. 2005.
STRUGGLE IN WRITING THE BORROWED WORDS IN KOREAN
Kim Sam Hwan
Volunteer teacher of KOICA organization
Jumaniyazova F.I.
Teacher, Karakalpak State University named after Berdakh, Nukus, Uzbekistan
Abstract:
Nowadays, word exchange is the common process which is happening as a result of
globalization. Like other languages, in Korean there is observed word borrowing from other languages,
especially from English. Since, Korean written format differ from other languages it is problematic to
write the borrowed words in Korean, so, there is created new form of Koreanized English or ―Konglish‖.
Moreover, there is created ―Loan Language Writing Method‖ to write the words which are borrowed
from other languages.
Key words:
word exchange,
borrowing
, Koreanized English, Konglish, Loan Language Writing Method
In the current age of global information exchange, the process of adopting words from one
language to another is very common. In most cases the donor language (i.e., the language in which the
words are most learned) is English. Like other languages, the Korean vocabulary is rich in words that
come from a foreign language. In Korean this process is considered seriously as formed another language
which is originated from English based Korean words or ‗Konglish‘. Moreover, the list of Konglish
words is enhancing very rapidly and they are commonly used in everyday communication. Thus,
foreigners who are learning Korean struggle this process as they learned to pronounce the English words
based on the English but not Konglish, and the most challenging is the written form of this English based
Korean words. The aim of this article is to observe the difficulties in writing borrowed words from other
languages into Korean and to introduce with ―Loan Language Writing Method‖.
First, it refers to various methods of writing foreign words, but in this document, it refers to the
foreign language notation method that was established by the National Institute of the Korean Language
and promulgated as Notification No. 85-11 of the Ministry of Education in 1986 and applied so far. The
National Institute of the Korean Language (NIK) holds the 'Practical Sub-Committee for Foreign
Language Review' on a weekly basis and announces newly approved foreign languages from Wednesday
to Thursday. This is also reflected in the foreign language notation DB of the National Institute of the
Korean Language [1].
There are many places where the state takes the initiative in implementing a language policy
regarding the standardization of the national language, but there is generally no case in the Romanization
culture where the state-led regulations are set separately for the writing of a foreign language. This is
because the Roman alphabet is the world-class universal script, so most foreign words are known as
Roman characters. However, it exists in languages other than Roman characters, including Korea, Japan,
China [2], and Thailand.
A blogger at Igloos talked about the confusion that occurs with the transcription of foreign words
and expressed it as 'the only bad luck in the world to use Hangeul'. Let's say that Korean uses Roman
characters. In the first place, there would have been no need to worry about '
맑스
', '
막스
' or '
마르크스
'.
144
There would have just written it as ―Marx‖ [3]. There is no such thing as a foreign language notation, and
the Korean Language Institute may have specified that the Romanization is sometimes confusing.
Although many people do not even know the existence of foreign language notation, the foreign
language notation is also a part of Korean spelling [4]. Therefore, if it is not written according to the
foreign language notation, it will be incorrect depending on the spelling. The National Institute of the
Korean Language answered that the foreign language notation method is 'not compulsory, but must be
observed', like other regulations, such as Hangeul orthography and standard language regulations. This is
the most basic language regulation that people who often translate foreign words into Hangeul
(translators, interpreters, scholars, etc.) need to know and it is also a notation principle to be followed.
For reference, even in North Korea, there are separate regulations for writing in Korean foreign
and borrowed words from other languages.
History of writing English words in Korean.
Broadly speaking, from the time of the creation of Hangeul, there has already been a discussion
about transferring a foreign language to Hangeul. Dongguk Jeongun (
동국정운
), published in 1448 for
the purpose of correcting the confusion of Korean Chinese characters, is a type of foreign language
notation by today's standards.
In the books of the enlightenment period such as Yu Gil-jun's (
유길준
) ―Seoyu
Gyeonmun(
서유견문
), there is a discussion about writing foreign words in Korean, and in the Annals of
King Gojong (
고종실록
), there is a record that the Ministry of Military Affairs and Security raised an
agenda to ‗translate all European texts and write them down in Korean‘.
The direct origin of today's 'foreign language notation' is the ―Hangeul Orthotics Unification
Plan‖ (
한글
마춤법
통일안
) presented by the Korean Language Society in 1933. In Chapter 6 of this
principle, the principle of notation of foreign words was briefly presented, and the gist of it was 'Take
phoneticism, but do not create new characters or symbols'. Based on this, revisions such as the
―Unification Plan for Foreign Language Writing Methods‖ in 1941, ―Written Words Writing Method‖ in
1948 and ―Romanized Orthography for Korean Languages‖ in 1958 led to the current ―Loan Language
Writing Method‖ in 1986.
The current foreign language notation has been supplemented through the following history.
1986: First started with English, German, French, Spanish, Italian, Japanese and Chinese
notations
1992: Polish, Czech, Serbo-Croatian, Romanian, and Hungarian notations added
1995: Added Swedish, Norwegian, and Danish notations
2004: Added Malay-Indonesian, Thai, and Vietnamese notations
2005: Added Portuguese, Dutch, and Russian notations
There are people who think that the rules for notation of foreign languages have changed several
times, but in fact, existing notations have changed as new rules for notation of individual languages are
added. For example, the Russian composer's name, Чайко вский, was written as '
차이코프스키
' before
the Russian writing system was enacted, but it became '
차이콥스키
' when Russian writing was added in
2005. The Polish city of Krakow was originally written as '
크라코프
', but was changed to '
크라쿠프
'
when Polish notation was added in 1992. So, if a rule for orthography for another language, such as
Arabic, Hindi, Urdu or Uzbek, which currently has no regulations, is added, there is a possibility that the
standard notation of words derived from that language will change again. However, after the Korean
writing system for a language was enacted, the standard Hangul notation for that language has hardly
been changed. For example, the standard Korean notation for English soul has been '
솔
' since 1986, and
it has never been '
소울
' and has never been changed from '
소울
' to '
솔
'.[8] In addition, even when a new
standard notation is added to reduce the difference between the language and the actual language, the
existing standard notation is not necessarily made into a non-standard notation. For example, '
짜장면
' and
'
랍스터
' were newly added as standard notations, but the existing standard notations '
자장면
' and
'
로브스터
' did not become non-standard notations. '
짜장면
', '
자장면
', '
랍스터
' and '
로브스터
' are all
standard notation.
As a conclusion, observing above complications and regulations of writing foreign words in
Korean claim the difficulties of writing borrowed words in Korean. The learners of Korean also struggle
when they come across the borrowed words‘ are pronounced or written in Korean. Therefore, it is
recommended to learn Konglish when learning Korean language, as these words are mostly used in
living.
145
REFERENCES:
1.
JinwanKim. (1970). ―Korea China in the early period.‖ Seoul National University Language
Research Institute.
2.
K.Karim and H. Nassaji. (2012). ―First language transfer in second language writing: An
examination of current research.‖ Canada: Urnia University Press.
3.
Kim Jimin, Yoon Shinae, Lee Eunju. (2017). ―Korean pronunciation guide.‖ Korea: Darakwon.
4.
Lee Ki - Moon, Minjung Seogwan. (1972). ―History of Korean language.‖ South Korea: Korea
University.
5.
MartinE.Samuel. (1996). ―Lenition in Korean and the Macro - Altaic Question.‖ USA: University
of Hauai'i press.
6.
MillerJeffrey. (March 2003.). the version from the monthly webzine of the Macmillan English
Dictionary Magazine A word by any other meaning: Konglish . ―Issue 5,‖.
7.
MoonKi -Lee. (1965). ―About Modern Chinese Borrowing Terms .‖ Asia Studies Research
Institute.
8.
서울대학교엉어교육원
. (2013). ―
서울대
한국어
.‖
서울
: twoponds Co., Ltd.
9.
안주호
(
구어
말뭉치를
바탕으로
)
임소영
. (2004.). ―
대학생의
외래어
사용
양상
‖ .
서울
,.
О НЕКОТОРЫХ ПРОЦЕДУРНЫХ МОМЕНТАХ И ФОРМАТЕ ЗАДАНИЙ
НАЦИОНАЛЬНОЙ ТЕСТОВОЙ СИСТЕМЫ ОЦЕНКИ УРОВНЯ ЗНАНИЯ
ОБЩЕОБРАЗОВАТЕЛЬНЫХ ПРЕДМЕТОВ
(на примере русского языка и литературы)
Ураева Э.У.
к.п.н., ст.н.с.начальник отдела,
Государственный центр тестирования,Ташкент,Узбекистан
e-mail:
тел: +99890 1875885
Аннотация
: В последнее время актуализируются вопросы повышение качества и эффективности
деятельности высших образовательных учреждений на основе внедрения международных
стандартов обучения и оценки качества преподавания. В статье затрагивается проблема
поэтапного внедрения национальной тестовой системы оценки знаний по общеобразовательным
предметам. Особое внимание уделено вновь внедряемым процедурным моментам национальной
тестовой системы и формату тестовых заданий.
Abstract
: Recently, the issues of improving the quality and efficiency of higher educational institutions
based on the introduction of international standards of education and assessment of the quality of teaching
have come to the forefront. The article deals with the problem of phased implementation of the national
test system for assessing knowledge in general education subjects. Special attention is paid to the newly
introduced procedural aspects of the national test system and the format of test tasks.
Ключевые слова:
качество; эффективность; система; квота; оценка знаний; сертификация;
национальная система; сертификат; регистрация; порядок; заявление; максимальный балл;
конфиденциальность информации; платеж; договор оферты; выдача сертификата; видеозапись;
формат заданий; чтение; литература; письменная грамотность.
Words
: quality; efficiency; system; quota; knowledge assessment; certification; national system;
certificate; registration; procedure; application; maximum score; confidentiality of information; payment;
offer agreement; certificate issuance; video recording; task format; reading; literature; written literacy.
В целях последовательной реализации осуществляемых в интересах народа
широкомасштабных
реформ
подготовлен
проект
Государственной
программы
по
действий по пяти приоритетным направлениям развития Республики
Узбекистан в 2017-2021 годах в "Год развития науки, просвещения и цифровой экономики". Так, в
развитии сферы образования и науки предусматривается п
родолжение курса дальнейшего
совершенствования системы непрерывного образования, повышения доступности качественных
образовательных услуг, подготовки высококвалифицированных кадров в соответствии с
современными потребностями рынка труда; повышение качества и эффективности деятельности
высших образовательных учреждений на основе внедрения международных стандартов обучения
и оценки качества преподавания, поэтапное увеличение квоты приема в высшие образовательные
учреждения.
