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Questions of appropriateness and authenticity in the representation of Korean honorifics in textbooks for second language learners

机译：在面向第二语言学习者的教科书中，韩国名誉代表的适当性和真实性问题

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This paper explores the representation of honorifics in the teaching of Korean as a second language through the analysis of three leading series of textbooks published in Seoul. Despite the fact that Korean is a language with a highly developed honorifics system, these textbooks at times under-emphasize the importance of honorifics and focus around one particular 'level' of honorification. If learners were to apply this 'level' to real-world encounters, it would be 'too deferential' for use towards intimates and also 'not deferential enough' for addressing superiors. Textbook designers may contend that the choice of this level is influenced by a need to simplify the presentation of honorifics and to provide learners with a register that is 'safe' but conversational. However, I argue that this often leads to a presentation of honorifics that is inauthentic, limited in terms of appropriateness and which betrays preconceptions regarding the abilities and social roles of 'foreign' language learners. In effect, the treatment of honorifics in the dialogues appears to be based not so much on an explicit pedagogy as it is on the kind of 'interlanguage' or 'foreigner talk' that native speakers of Korean would intuitively use with learners of the language in order to make it easier for them. Although the problems discussed in this paper are specific to Korean, the wider problem of deciding what registers of language are 'appropriate' for L2 learners is of wider import. This paper sets out to problematize ideologies that may influence language educators in choosing 'authentic' and 'appropriate' textbook language.
机译：本文通过对首尔出版的三本主要教科书系列的分析，探讨了敬语在朝鲜语作为第二语言的教学中的体现。尽管朝鲜语是一种具有高度发达的敬拜制度的语言，但这些教科书有时并未充分强调敬拜的重要性，并着重于敬拜的一个特定“层次”。如果学习者将此“水平”应用于现实世界中的相遇，则对亲密者使用“太恭敬”，而对上级者则“不够尊敬”。教科书的设计者可能会认为，此级别的选择受简化敬语表述以及为学习者提供“安全”但可以对话的记录的需求所影响。但是，我认为这常常导致对名誉的表述是不真实的，在适当性方面受到限制，并且背离了对“外国”语言学习者的能力和社会角色的偏见。实际上，对话中对名誉的对待似乎并没有建立在明确的教学法上，而是以朝鲜语为母语的母语者与母语学习者直观地使用的“中介语”或“外国人谈话”为基础。为了使他们更容易。尽管本文中讨论的问题仅针对朝鲜语，但更广泛的问题是确定哪些语言记录对第二语言学习者“合适”。本文着手对可能会影响语言教育者选择“真实”和“适当”教科书语言的意识形态进行质疑。

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