韓語裡的英語外來語字彙研究

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(1)國立屏東大學英語學系碩士班碩士論文. Department of English National Pingtung University Master’s Thesis. 韓語裡的英語外來語字彙研究 English Loan-Words in Korean Languag. 指導教授：金貝利博士 Advisor: Dr. Kimberly Heeren 研究生：林杏諭 Graduate Student: Hsing-Yu Lin. 中華民國一零三年十月 October, 2014.

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(4) ACKNOWLEDGEMENT I would like to express my greatest gratitude to many people in my graduate school life. Without their help and accompanying, I don’t think I could finish the hard work of thesis. First, I would like to express my best appreciation to my advisor, Dr. Kimberly Heeren. Without her patience, great suggestions, comments and kind support, I don’t think I could assist for finishing my thesis on time. I also thank for her friendly but professional instructions and thereby I can always do the discussion with her in a wonderful atmosphere. In addition, each time I encounter difficulties, she would always help me to solve all the problems in a short time that I won’t feel panic and lose my confidence. Thanks for her always answering my questions patiently. And thanks for her never gave me up in this year. I would also want to thank Dr. David Gordon and Dr. Damien Trezise for giving me a lot useful suggestions in the oral presentation. Moreover, I would like to thank all the teachers who have taught me during my graduate school life. They helped me to know how to be an English teacher and how to write my thesis from nothing. Also, I want to thank our department assistant Greta who have always helped me to solve all problems with great smile and fridendly attitude. I would definitely miss the time getting together with her. i.

(5) I would also want to thank for my classmates, Tara, Belinda and Doris who helped me a lot during my writing time. When I was depressed, they always encourage me and told me never give up. I would remember the time we are together discussing or just chatting in school or via internet forever. I would never forget the time we are accompanying with each other. I would also thank for other classmates for accompanying me in my graduate school life. I really appreciate the time we are learning and discussing together. I want to thank my dearest family members for accompanying me in my life. Without their help, no matter mental or financial, I could not finish my graduate school life. They are always very kind to me and forgive me for a lot of things. And I would especially thank for my dearest Dad and Mom to support me to make my dream come true and never blame at me. Last, I would thank for my Korean friends Haijing Park and Mina Kim. Without their greatest help, I would never conduct my study at all. Thanks for their patience and helping me to interpreting and spreading my questionnaire, searching for useful information. And thanks for other friends who always hug me when I am depressed. Dad, Mom, Sis and all my friends, I love you forever!. ii.

(6) 韓語裡的英語外來語字彙研究摘要本研究主要探討南韓居民日常生活中使用大量英語外來語詞彙的現象。在研究中將採用質化研究與量化研究兩種方式並行來探討南韓居民實際使用英語外來語詞彙的頻率，使用英語外來語詞彙的情境以及使用英語外來語取代本國語言詞彙的原因。研究結果顯示，南韓居民在日常生活中使用英語外來語詞彙的頻率相當高，且多在工作狀況或與朋友對話聊天時使用英語外來語詞彙。南韓居民使用英語外來語詞彙的原因多為因接受過英語課程教育、這是流行趨勢以及相對本國詞彙來說，使用英語詞彙較簡單。. 關鍵字：韓語、英語、外來語. iii.

(7) English Loan-Words in Korean Language Abstract English is considered to be a global lingua franca. In this respect, people communicate with others in English all around the world. This study aims at examining English loan words in the Korean language, which is also called Konglish or “Korean language style English”. The Korean language has borrowed many words from languages such as English, Chinese, Japanese and Spanish. In order to fit the loanwords into the Korean phonological system, they have undergone various phonological changes. In addition, some of the loan words contain altered spelling or are combined with the Korean language. Therefore, this study will not only investigate the reasons for borrowing, but also for changing English words to Hangul (Korean language alphabet). Specifically, this study aimed to explore the reasons why Koreans adopt English and Konglish words. It also investigated the situations when they use English and Konglish words. Thereafter, the reasons behind Koreans adopting English words and Konglish words, and when or how Koreans learned English words and Konglish words were investigated. The questionnaire in this study was designed based on the results of the researcher’s pilot studies and it followed the explanatory type of case study research iv.

(8) method proposed by Yin (2003). The questions were divided into four parts: corresponding word, situation, reason and how or when they learned the word. The findings revealed that Koreans used a variety of English and Konglish words when they were asked to see pictures of certain items. We could assume that Koreans used these words on a regular basis in their daily lives. Second, Koreans used English words and Konglish words widely in their lives and the words are seen via mass communication media such as, TV programs, movies, and advertisements. Third, most participants reported that they used English words and Konglish words because they had previously learned the words. This may be a direct result of Koreans being influenced by English for about 50 years as proposed by Cha (1996). Lastly, participants reported that they learned English words and Konglish words in schools or as children. Specifically, some participants mentioned that they learned the word in English classes. However, some participants reported that they learned the word via mass communication media.. Key words: Loan words, English, Korean, Konglish, Hangul. v.

(9) TABLE OF CONTENTS. ACKNOWLEDGEMENT .........................................................................................................i. CHINESE ABSTRACT ........................................................................................................ iii. ENGLISH ABSTRACT ........................................................................................................iv. TABLE OF CONTENTS ........................................................................................................vi. LIST OF TABLES ...................................................................................................................ix. CHAPTERS CHAPTER ONE INTRODUCTION ...................................................................................... 1 Motivation of the Study ....................................................................................................................... 3 Purpose of the Study .................................................................................................................. 4 Research Questions ............................................................................................................................. 5 Significance of the Study ............................................................................................................ 6 Definition of Terms .................................................................................................................... 6. CHAPTER TWO LITERATURE REVIEW ......................................................................... 8 Borrowed Words........................................................................................................................ 8 Reason for Language Borrowing....................................................................................................... 10 Loan Words ....................................................................................................................................... 11 History of English Education in the Korean Language ................................................................ 12 Influence of English on Korean Language ................................................................................. 13 English Loan Words in the Korean Language ................................................................................... 14 Konglish ............................................................................................................................................ 15 vi.

(10) CHAPTER THREE METHODOLOGY .............................................................................. 18 The Rationale..................................................................................................................................... 19 Research Design ...................................................................................................................... 20 Participants.............................................................................................................................. 20 Instruments.............................................................................................................................. 23 Questionnaire..................................................................................................................................... 26 Data Analysis .......................................................................................................................... 30. CHAPTER FOUR RESULTS And DISCUSSION ............................................................ 32 Results .................................................................................................................................... 32 Results of Qualitative Questionnaire ......................................................................................... 32 Results of Quantitative Questionnaire........................................................................................ 87 Discussion ............................................................................................................................. 102 Research Question 1: After being shown the pictures of words such as food and science and technology, would subjects respond with English words in the Korean context (Konglish) instead of Hangul? ................................................................................................................. 102 Research Question 2: In what situation would Koreans use English words in either English or Korean context instead of Hangul? ............................................................................................. 104 Research Question 3: What are the main reasons Koreans would use these borrowed words instead of Hangul? ........................................................................................................................... 106. CHAPTER FIVE CONCLUSIONS .................................................................................. 111 Conclusions ........................................................................................................................... 111 A Summary of the Major Findings .......................................................................................... 111 Limitations and Suggestions for Future Research ..................................................................... 113. REFERENCE ........................................................................................................................ 115. APPENDICES vii.

(11) Appendix 1 ............................................................................................................................ 118 Appendix 2 ............................................................................................................................ 128 Appendix 3 ............................................................................................................................ 138 Appendix 4 ............................................................................................................................ 148 Appendix 5 ............................................................................................................................ 152. viii.

(12) LIST OF TABLES. Table 1 The Participants’ Background ..................................................................................... 22. Table 2 The Romanization of Korean Consonants ................................................................... 24. Table 3 The Romanization of Korean Vowels ......................................................................... 25. Table 4 English Borrowed Entertainment Words ..................................................................... 27. Table 5 English Borrowed Food Words ................................................................................... 27. Table 6 English Borrowed Life Words ..................................................................................... 28. Table 7 English Borrowed Science and Technology Words .................................................... 28. Table 8 Sample Question (English Version) ............................................................................ 29. Table 9 Results of Question 1 ................................................................................................... 33. Table 10 Results of Question 2 ................................................................................................. 36. Table 11 Results of Question 3 ................................................................................................. 39. Table 12 Results of Question 4 ................................................................................................. 42. Table 13 Results of Question 5 ................................................................................................. 45. Table 14 Results of Question 6 ................................................................................................. 47. Table 15 Results of Question 7 ................................................................................................. 50 ix.

(13) Table 16 Results of Question 8 ................................................................................................. 53. Table 17 Results of Question 9 ................................................................................................. 55. Table 18 Results of Question 10 ............................................................................................... 58. Table 19 Results of Question 11 ............................................................................................... 60. Table 20 Results of Question 12 ............................................................................................... 62. Table 21 Results of Question 13 ............................................................................................... 65. Table 22 Results of Question 14 ............................................................................................... 67. Table 23 Results of Question 15 ............................................................................................... 70. Table 24 Results of Question 16 ............................................................................................... 73. Table 25 Results of Question 17 ............................................................................................... 76. Table 26 Results of Question 18 ............................................................................................... 79. Table 27 Results of Question 19 ............................................................................................... 82. Table 28 Results of Question 20 ............................................................................................... 85. Table 29 Results of Question 1 ................................................................................................. 87. Table 30 Results of Question 2 ................................................................................................. 88. Table 31 Results of Question 3 ................................................................................................. 88. Table 32 Results of Question 4 ................................................................................................. 89 x.

(14) Table 33 Results of Question 5 ................................................................................................. 90. Table 34 Results of Question 6 ................................................................................................. 90. Table 35 Results of Question 7 ................................................................................................. 91. Table 36 Results of Question 8 ................................................................................................. 91. Table 37 Results of Question 9 ................................................................................................. 92. Table 38 Results of Question 10 ............................................................................................... 93. Table 39 Results of Question 11 ............................................................................................... 93. Table 40 Results of Question 12 ............................................................................................... 94. Table 41 Results of Question 13 ............................................................................................... 95. Table 42 Results of Question 14 ............................................................................................... 95. Table 43 Results of Question 15 ............................................................................................... 96. Table 44 Results of Question 16 ............................................................................................... 96. Table 45 Results of Question 17 ............................................................................................... 97. Table 46 Results of Question 18 ............................................................................................... 98. Table 47 Results of Question 19 ............................................................................................... 98. Table 48 Results of Question 20 ............................................................................................... 99. Table 49 Results of Question 21 ............................................................................................... 99 xi.

(15) Table 50 Results of Question 52 ............................................................................................. 100. Table 51 Results of Question 53 ............................................................................................. 101. Table 52 Results of Question 54 ............................................................................................. 101. xii.

(16) CHAPTER ONE Introduction In recent years, some people in countries such as Taiwan, Japan and South Korea have viewed using English words in daily conversation as fashionable. For instance, Taiwanese tend to use the combination of English, Mandarin and Taiwanese or other dialects, such as “Okay，我明天會去參加 [Wo Ming Tian Huei Cyu Can Jia] meeting。” (English translation: I will attend the meeting tomorrow.) “這個 [Jhe Ge] project的 [De] deadline是下個月 [Shih Sia Ge Yue]。” (English translation: The deadline of the project is next month.) Some people believe that using more than one language emphasizes global awareness and is more professional. Others regard this use as a type of code-switching phenomenon in Taiwan. Moreover, from my personal observation, people in South Korea have a similar phenomenon. They frequently adopt foreign words in their utterances and this can be seen in signs, menus, movies, and TV program subtitles. For example, the popular TV variety show I chose to analyze is called “Running Man”. The latest TV drama is titled, “Hotel King”, and “Triangle”. These shows have illustrated a trend for using English words in the titles of TV shows and dramas. English words are used in conversations throughout the drama, and in variety shows. For example, apple juice would be seen as “사과 주스” (Romanization: sagoa juseu). 1.

(17) Recently, South Korea has emphasized the importance of English education and some people regard English as the key to success in college, careers, and even life achievement. South Koreans also place an emphasis on English proficiency tests such as TOEFL, TOEIC, and IELTS, the main required exams for studying abroad. The results Koreans achieved on the above mentioned exams are important criteria for obtaining high salaried positions in well-known companies. Before I conducted this research, I consulted with one Korean about the importance of English in South Korea. She indicated that English is emphasized in South Korea, for example, TOEIC scores are very important for people who want to find a good position in a big company. People who want to be hired in a company such as Samsung or LG should get at least 850 on the TOEIC test. With this score, job seekers would have more job opportunities. In addition, most job interviews are conducted in English. The Korean language has borrowed many words from languages such as English, Chinese, Japanese, German, French, and Spanish. In order to fit the loanwords into the Korean phonological system, all the loanwords have undergone various phonological changes. To use the words taken from English, they are transferred into Korean characters and called Konglish (Korean language style English). These Konglish terms in the study will be revised into Romanization and they will retain the same meaning and nearly the same pronunciation as in the original English. 2.

(18) Motivation of the Study As a Korean learner and English major as a postgraduate student, I encountered many difficulties in determining the reasons for borrowing from other languages. I became confused when trying to determine if a word originated from English or Korean. Since there is a high frequency to which Koreans have adopted English words in various aspects of life, I decided to satisfy my own curiosity in hopes of providing a new perspective on the reasons behind borrowing. Therefore, I investigated the English words currently used in the Korean language. While conducting the research, it was found that most studies focus on the phonological adaptions and this motivated me further to do my own study about the frequency and reasons for English borrowed words in the Korean language. In order to determine why Koreans adopt English loan words into their language, I conducted two pilot studies. The first study was to analyze the subtitles of the 144th episode of a South Korean variety show “Running Man” and then investigate how many words this program borrowed from English in the episode. The results of this pilot study indicated that many English words were used in this TV variety show. The second pilot study analyzed the borrowed or loan words they use in 6000 essential vocabulary words selected by The National Academy of the Korean Language (NAKL). I chose all the English borrowed words in the list and organized 3.

(19) the borrowed words into appropriate categories. In this study, I found that 245 of these 6000 words were borrowed from English and can be divided into 24 categories. The five most borrowed types are science and technology, life, food, sports, and entertainment. The ratios are 13.5%, 12.2%, 10.6%, 10.2% and 8.5% respectively. After I conducted these two pilot studies, the results motivated me to do further research regarding the reasons that Koreans adopt English words or Konglish words instead of their own Hangul. From these two pilot studies, we can see that there are many English words adopted by Koreans. Purpose of Study After learning Korean for about three years, I found it interesting to watch South Korean variety TV programs to practice listening and reading. In the process of learning the Korean language and watching videos, I found an interesting phenomenon about many English loan words that are actually used in the Korean context. They use many English borrowed words in their daily utterances, and they are seen in the subtitles of TV programs, movies, and on public signs. Therefore, the main aim of this study is to prove that there are many English words that are borrowed in the Korean context in daily life because developing countries like Korea seem eager to become more westernized by adopting English words in their language. For example, they used many English vocabulary words in 4.

(20) their conversation, some restaurants’ names are written in English, and the subtitles describing the content of TV programs are shown in English or even Konglish. In addition, some snacks or food brand names are shown as English or Konglish such as, “Butter Waffle,” a famous snack brand name. When people are watching a TV drama, they could hear the chacters using Korean words and English words when they were talking such as, steak, air con, printer, drama, variety, hamburger and hand phone. The above examples illustrate that South Koreans have adopted a variety of English vocabulary words in their daily lives. Lawrence (2012) mentioned that in South Korea, English is important and seen to be adopted as an official language while others believe that this policy would bring about a negative effect, cutting the number of Korean vocabulary words and their own national identity. Therefore, based on my pilot studies’ results, the loanwords are categorized and I used a questionnaire regarding the most borrowed types of words. I then asked subjects to fill out the words they use and state the reasons in order to determine why they are used in certain contexts. Research Questions On the basis of the above observations, this study proposes the following research questions: 5.

(21) (1) After being shown the pictures of words such as food and science and technology, would subjects respond with English words in the Korean context (Konglish) instead of Hangul? (2) In what situation would Koreans use English words in either English or Korean context instead of Hangul? (3) What are the main reasons Koreans would use these borrowed words instead of Hangul? Significance of the Study Previous studies have compared English with other languages, for instance, Japanese, Chinese, Mandarin, and French. However, the comparison between English and Korean is rarely seen. In addition, the comparison in previous studies and my study are all chosen from the 6000 essential vocabulary words selected by NAKL. However, previous studies discussed more phonological rules of adapting foreign words in the Korean context but not the categories or reasons. With this in mind, I organized the borrowed words from the 6000 essential vocabulary words selected by NAKL into appropriate categories and tried to expand on the reasons for the borrowed words and their usage. Definition of Terms In order to help readers understand the terms of this study, the explanation of 6.

(22) specific terms is as follows: Loan Words and Borrowing Words. Loan words are the words which one language borrows from another language. For example, the Korean language has borrowed “ice cream” from English, whereas “ice cream” has become the loan word in the Korean language but is also an English borrowed word. Konglish. Konglish is the name for the English spoken by Koreans. This is the use of English words or words derived from English and then used in a Korean context. In addition, these words are not used in English speaking countries. Hangul. Hangul is the Korean alphabet in South Korea which differs from Chosongul that is used in North Korea. Hangul is the native Korean alphabet and is now the official script of South Korea.. 7.

(23) CHAPTER TWO Literature Review The review of literature contains the following sections: Borrowing words, Reasons for Language Borrowing, Loan words, the History of English Education in the Korean Language, the Influence of English on Korean Language, English Loan Words in Korean, and Konglish. In my study, I aim to investigate the reasons why the Korean language borrows diverse media, entertainment, food, life and science, and technology words from the English language. Therefore the history of English education in Korea and the influence of English on Korean are the main focuses in the review of literature. Borrowed Words Anthony (1972) mentioned that borrowing is the process for a language or dialect to take linguistic elements from others or even incorporate linguistic elements from another language. Ajit & Bashisha (2012) noted that the existence of bilinguals in a speech community makes the activity of language borrowing very common but also happens for a monolingual speech community for filling the lexical gap. For example, Koreans may borrow the words they do not have in their language, such as the western food word “바나나”( Romanization: banana, English translation: banana). This is mainly done when something new is introduced into South Korea. 8.

(24) Lee (2004) introduced the reason why Koreans borrow English words. He and Kent (1999) both noted that the most common reason is “need”, especially when new technologies are introduced into other countries. For instance, the technological words “핸드폰” (Romanization: haen de upon, English translation: handphone) and the food word “주스” (Romanization: juseu, English translation: juice) were used for questions in my questionnaire. Francis (1994) noted that after different languages come into contact, they would influence each other. Borrowing is a process that takes words from one or more languages and uses them in the native language. The reasons for borrowing words from another language are multiple and complicated. When people need a new term, the possibility that they are trying to form a new word is rare. When people need terms for certain items, animals or devices that are unfamiliar to them, the simpler solution is to borrow words from another language. Gramley (2001) holds that in the English language, most words are borrowed from Greek and Latin, and the borrowing process makes English be a language of learning from other languages. In the English language, the process of borrowing words is not only for borrowing their meanings, but also forming new words depending on the morphemes borrowed from other languages. For example, in English, one word such telephone, borrowed from Greek tēle (‘afar, far off’) and phōnē (‘sound, voice’) is formed according to morphemes of 9.

(25) Greek. Reasons for Language Borrowing Shariq (2013) noted that the first reason and motivation for language borrowing is “need.” There are new motivations and innovations appearing in every era. New terms appear because language systems do not own all the necessary terms and words. Compared to making new terms, it would be much easier and convenient to borrow terms from other languages. For example, one Korean told me that some borrowed words were created when new products were introduced into South Korea, such as “에어컨” (English translation: air conditioner) and “핸드폰” (English translation: handphone). Instead of creating a new word for these items, it was easier and more convenient to use the borrowed words when talking about these products. Shariq (2013) also mentioned that if one language system wants to borrow words from other systems, there must be certain conditions that must be met. For instance, when at least two distinct languages or dialects come into contact, there will be a cultural impact in result. In this case, one culture will influence the other culture. Another example is when a speech community is bilingual or multilingual; the speaker of the borrowing language must comprehend or think they comprehend the specific utterance in the source language. Moreover, the speaker of the borrowing language must have some motivation, apparent or alternate, for the borrowing. For 10.

(26) example, when eating, the food words “주스” (Romanization: juseu, English translation: juice) and food word “바나나” (Romanization: banana, English translation: banana) are borrowed due to their popularity in Korea. Loan Words Kang (2011) noted that loanwords are the words borrowed from another language. When being used in the target language phonology, the loanwords must undergo some adaptations, to reflect some restrictions of the borrowing language, for example, the segmental, phonotactic, suprasegmental and morphophonological restrictions. For instance, the English word “stress” would be “스트레스” (Romanization: seuteules) to be adapted in the Korean language system. Kent (1999) mentioned that loan words are multiple in nature because they are borrowed via different ways at different periods of time in history. For example, English loan words borrowed from Japanese are easily identified because they often co-exist with newer borrowed words of the same lexical item. The word “bentou” means food box in English and we could identify that the word is from Japanese because of its unique phonological structure, one consonant is always combined with one vowel. Based on the Japanese phonological structure and culture, people could identify the words borrowed from Japanese like Matsutake (a type of mushroom), sake (alchoholic beverage), and sushi (a type of Japanese food). In addition, after new 11.

(27) technology products are invented, there are new English words created to accomodate the trend such as, walkman, HD, and discman. Therefore, we could say that the loan words are the words borrowed from different cultures and at different times. McDonald (2010) noted that because of the superiority of second language learning around the globe, for example, English, when the phenomenon of a loanword appears in Konglish, Japlish, Chinglish and Singlish, they are generally they easily observed and ridiculed. However, the adoptions of loanwords in English are given less attention as a result of the way English speakers pronounce the loan words from other languages. History of English Education in the Korean Language Kwon (1995) proposed that Dongmoonhak is known as the starting point for English education in Korea; the reason for English education throughout the school system is due to the Japanese colonial rule in 1910-1945. During that period of time, the grammar and explanations provided in English textbooks were used and taught in Japanese by Korean or Japanese teachers. Since then, Koreans received English instruction in school. In result, English has become an important subject in school and even daily life. For example, English words can be seen and heard in dramas, movies, advertisements, lyrics and conversations. For example, there is a famous Indie band in South Korea whose name is, “Standing Egg”, and some famous actors and singers 12.

(28) would use English as their stage names, Rain is a standard example. In addition, when people watch dramas or TV programs, they would often hear the characters say English, for example, pizza, coffee, cake, handphone (cell phone), air con and elevator. Influence of English on the Korean Language In Shim’s (1999) study, she quoted previous research from Kachru (1985, 1992c). Kachru (1985, 1992c) mentioned that, “Korea falls within the category of the Expanding Circle of English” (p. 248). Kachru also quoted research from the Baik (1994), Choe (1996), Kwon (1995), Pae (1980), Park (1992) and Shim (1994). These researchers mentioned “the fact that English proficiency plays an important role in attaining success in Korea” (p.249). Since Korean is in the expanding circle, Koreans recognize English as an important key to obtain a job and even future success. In addition, they are trying to be more westernized through adopting many western words such as hamburger, pizza, coffee (food words), handphone (cell phone), printer, air con (technical words), and concert, musical, drama (entertainment words). Cha (1996) noted that people in Korea have been exposed to more than 50 years of English education and English educators in Korea have adopted the roles of textbook writing and policymaking. English education begins at around the age 13 (7th grade), which means that essentially everyone in Korea (ages 13-63) have gone 13.

(29) through the Korean education system after the primary level and have learned English through textbooks in schools. Among these people, those who graduated from high school have received more than 1,000 hours of English instruction. Therefore, we could say that English education is emphasized in the Korean educational system. Even after Koreans graduate from high school, English is frequently used and emphasized in their careers. In addition, as mentioned in Chapter One, English is an important key to obtain a good job. Lawrence (2012) mentioned that, “these uses of English, Korean, and Chinese are influenced by larger sociolinguistic patterns relating to modernity, luxury and youth” (p.72). In my study, I use “cell phone”, “air conditioner” and “elevator” as questions in the questionnaire to find out if young people (aged 20-40) would actually use these words in their daily lives. In addition, the word “cell phone” can be categorized under “modernity” that Lawrence proposed in 2012. This can also be viewed in the word “mart” or “슈퍼” (Romanization: syupeo, English translation:super) which is more modern than “supermarket” in Korean. English Loan Words in the Korean Language According to Cha (1996), the substitution of English terms for Korean terms is directly associated with history. For example, after the Korean War, America was the dominant influencing nation in Korea. American products that were introduced into 14.

(30) Korea were regarded as having a higher quality than other similar products. In addition, America has helped Korea with the rebuilding process after the Korean War. As a result, America has left its mark on the Korean psyche. Since Korea has a close association in recent history with America, it has linked its identity to (American) English via the attempts to acquire it. South Koreans may prefer to use American English words as a result of their politic attitude which is pro-American. In addition, most Asian countries learn American English as second language education, such as Taiwan, China, Japan and South Korea. Therefore they have adopted many American English words and spelling in their lives based on received American English education in school. Konglish According to Lawrence’s study in 2012, the relationship and connection between English and Korean has produced a product: Konglish. As its name shows, it is a mixture of English and Korean, but it is rather difficult to define what Konglish is. Konglish is spoken, but is not a codified language. Moreover, the Konglish vocabulary has undergone a transmutation to be simply labeled as merely loanwords. Konglish is often defined via its vocabulary, grammar, pronunciation, and sometimes simply classified as ‘bad English’. For example, the word “air con” and “super” which are examples of “bad English” represent “air conditioner” and “supermarket” 15.

(31) in Korean language. Decamp (1971), Hymes (1971), Foley (1997) have noted that the pidginization of languages has undergone the process of ‘simplification’, and the following Konglish words are a display of simplification, for example ‘aircon (airconditioner)’, ‘OT (orientation)’ and ‘home p (homepage)’ The definition of Konglish is also similar to what Nicholas, Lightbrown and Spada (2001) define as ‘interlanguage’, which is the developing second language knowledge of language learners that may have influences on the learners’ first language. In this case, the characteristics of the second language and some similar characteristics often occur in most interlanguage systems. In Lawerence’s (2010) study, these languages, such as Konglish, Chinglish and Janglish, contain the local accent and are a mix between English and the local language, which generally includes morphology, semantics and syntax but pronunciation, pragmatics and discourse are may also included. They are considered as a ‘potential’ language because they are not considered languages, but only divisions of languages. Essentially, they are a product of the contact between English and other languages. These interlanguages are considered ‘creative’ because they are not static but dynamic with the appearance of new elements while other elements disappear over time. These languages would mix, combine or recombine some elements with other elements in the English language. Based on the results of 16.

(32) Lawrence’s (2012) study, the data showed a positive correlation between English and Konglish, as English increased, so did Konglish. For example, as previously mentioned, the Konglish words “hand phone”, and “air con” are the new Konglish words borrowed from English showing how Konglish vocabuarly is continually increasing. Kent (1999) and Lee (2004) mentioned that Konglish is readily found throughout newspapers and television programs and even advertisements thus entrenching itself into the Korean culture. McDonald (2010) also noted that although English provides a lingua franca to the Korean language, Konglish is used in Koreans’ daily lives due to Konglish shows, the Korean language, and Korean culture. In conclusion, we can see that Konglish words are actually frequently used in Koreans’ daily lives because Korea wants to be a more westernized country. In addition, as the statements proposed by the researchers mentioned in this chapter, I hope to discover the phenomenon, situation, and the reasons why Koreans use many English and Konglish words in their lives.. 17.

(33) CHAPTER THREE Methodology As there were two pilot studies previously conducted, the results are shown briefly in this chapter first. Then the rationale, research design, research approach, participants, instrument and questionnaire are illustrated. I will use a sample question to explain how the questionnaire was conducted, and finally the data analysis is demonstrated. The first pilot study investigated how many English words appeared in the subtitles of the TV show “Running Man” in the 144th episode. However, the words in this episode were too simple to be representative. For example, guest, race, and member were restated in the English context. In addition, I only analyzed one episode and this did not provide enough data. Therefore, I conducted the second pilot study to analyze the 6000 essential vocabulary words selected by The NAKL for people learning Korean in 2002. These words were selected for beginning learners as the most essential Hangul (the Korean language) words. All the essential words are grouped into A, B, and C rank according to different essential levels. I selected all the English loan words in these 6000 essential words and categorized them in appropriate categories, such as technology and food. 18.

(34) In this pilot study, I organized all the English loan word categories as tables and listed the five most borrowed types. All the loan words or Konglish in the essential vocabulary words retain the same meaning and nearly the same pronunciation as in the original English. In the 6000 essential vocabulary selected by The NAKL, there are 245 English loan words and these 245 words can be grouped into 24 different categories. These include: entertainment, clothes and fashion, stationary, mass media, place name, food, measurement unit, transportation, life, sports, psychology, architecture, science and technology, furniture and home appliance, tourism, beauty, commerce, music and instrument and dance, health, design, relationship, academic and other. In this study I only illustrated the five most borrowed types, which are science and technology, life, food, sports and entertainment, which amounts to 33, 30, 26, 25 and 21; the ratios are 13.5%, 12.2%, 10.6%, 10.2% and 8.5% respectively. Rationale Based on my second study, I was determined to do the research because I aimed to seek the reasons and situations for adopting English words in the Korean language by native speaking Koreans. The purpose of this study was to investigate the situation of a group of 20-40 Koreans who use different types of English borrowed words in their daily lives. This words were classified as, science and technology, life, food and entertainment. The purpose was best achieved by adopting qualitative research 19.

(35) methods to collect and analyze data because the sample was small and not necessarily representative of a broad group. In order to answer the research questions, I chose appropriate pictures to put in the questionnaire and asked participants to answer the matched word and analyze the reason and situation why Koreans borrowed English words in either the Konglish or English context in their daily lives. Research Design This qualitative study aimed to determine the reasons why science and technology, life, food and entertainment words were borrowed from English into the Korean context. The researcher found the phenomenon via TV shows and variety programs in South Korea, for instance, air conditioner, phone, elevator and computer. Due to the fact that the number of participants of my qualitative study was small, I decided to do a quantitative questionnaire as the second study to support my research hypothesis. Therefore, my study combined qualitative and quantitative research methods. Participants In order to conduct my research via questionnaire, the selection of participants is important; therefore, two criteria were specified. First, the participants must be Koreans who were born in South Korea. As to suit the purpose of my research, I analyzed the phenomenon of Koreans adopting 20.

(36) English borrowed words. In addition, I selected native speaking Koreans as my participants to ensure that the results can be used to answer my research questions in Chapter 3. These questions included how Koreans adopt English words or Konglish words and why Koreans used the Konglish words when they were asked to see the pictures in the questionnaire. Secondly, the participants must have learned English for at least six years and must have been taught in high school in order to answer my research questions. My questionnaire aimed to analyze the word usage, situation, and reason for using Konglish instead of their mother tongue. Therefore, the educational background of the participants is essential. For the above criteria, the participants in my research were fifteen Koreans between the ages of 20-40. All of the participants were residents of South Korea. Firstly, for the qualitative research, there were two males (NO.5 & NO. 6) and thirteen females. All of the participants had learned English for at least six years. The information regarding the participants is shown in Table 1 below. The numbers of the participants are coded by the order they finished and sent back the questionnaire.. 21.

(37) Table 1. The Participants’ background of Qualitative Questionnaire Participant. Gender. Age. Years of English Learning. 01. female. 24. 16. 02. female. 33. 9. 03. female. 33. 8. 04. female. 30. 10. 05. male. 32. 12. 06. male. 26. 15. 07. female. 26. 6. 08. female. 33. 8. 09. female. 30. 10. 10. female. 28. 12. 11. female. 31. 6. 12. female. 33. 6. 13. female. 30. 6. 14. female. 25. 10. 15. female. 24. 10. Secondly, regarding the quantitative research, I found fifty native Koreans 22.

(38) between the ages of 20 to 40 via the Internet to help me complete my questionnaire. There were ten male participants and forty female participants. They all learned English for at least six years. Their age and English background all met the criteria I stated previously in this chapter. Instruments To make the results easier to understand, specifically for readers who are not familiar with Korean language, I organized the Romanization of all the Korean consonants and vowels as illustrated in Table 2 and Table 3. In the Korean Language, there are 35 letters (Hangul), including 19 consonants and 14 vowels. The Korean consonants are ㄱ,ㄴ,ㄷ,ㄹ,ㅁ,ㅂ,ㅅ,ㅇ,ㅈ,ㅊ,ㅋ,ㅌ,ㅍ,ㅎ,ㄲ,ㄸ,ㅃ,ㅆ,ㅉ; the Korean vowels are ㅏ,ㅑ,ㅓ,ㅕ,ㅗ,ㅛ,ㅜ,ㅠ,ㅡ,ㅣ,ㅐ,ㅒ,ㅔ,ㅖ respectively. In addition, there are seven combination vowels: ㅘ,ㅝ,ㅢ,ㅞ,ㅙ,ㅚ,ㅟ. Table 2 and Table 3 demonstrate the Romanization of Korean consonants and vowels below.. 23.

(39) Table 2. Romanization of Korean Consonants Hangul. Romanization. Hangul. Romanization. ㄱ. g (first) / k (second). ㅋ. k. ㄴ. n. ㅌ. t. ㄷ. d (first) / t (second). ㅍ. p. ㄹ. r (first) / l (second). ㅎ. h (first) / t (second). ㅁ. m. ㄲ. kk (first) / k (second). ㅂ. b (first) / p (second). ㄸ. tt. ㅅ. s (first) / t (second). ㅃ. pp. ㅇ. omitted (first) / ng (second). ㅆ. ss (first) / t (second). ㅈ. j (first) / t (second). ㅉ. jj. ㅊ. ch (first) / t (second). 24.

(40) Table 3. Romanization of Korean Vowels Hangul. Romanization. Hangul. Romanization. ㅏ. a. ㅒ. yae. ㅑ. ya. ㅔ. e. ㅓ. eo. ㅖ. ye. ㅕ. yeo. ㅘ. oa. ㅗ. o. ㅝ. wo. ㅛ. yo. ㅢ. ui. ㅜ. u. ㅞ. wi. ㅠ. yu. ㅙ. oe. ㅡ. eu. ㅚ. ue. ㅣ. i. ㅟ. wae. ㅐ. ae. In Table 2, we can see that the consonantsㄱ,ㄷ,ㅂ,ㅅ,ㅇ,ㅈ,ㅊ,ㅎ,ㄲ,ㅆ have different sounds in different positions. Especially the pronunciation ofㅇis omitted in the first position. For example, the Hangul 오 which would be pronounced /o/. However, the consonant ㄹ has a different Romanization, the sound of ㄹ is always /l/. 25.

(41) Questionnaire In the first stage of designing of my study, I adopted the explanatory type of case study research method proposed by Yin (2003). Yin defined the research approach of the explanatory case study which aimed to explain the presumed casual links to real life interventions that are too complex for the survey or experimental strategies (Yin, 2003). However, it was too difficult to find volunteer participants who met the above criteria to be subjects in a face-to-face interview. After the proposal hearing and further discussion with my advisor, I adopted the questionnaire method instead. Based on my pilot study, the five most borrowed words types are science and technology, life, food, sports and entertainment. Before designing the qualitative questionnaire, I consulted one of my Korean friends to determine if the words of these five types chosen from 6000 essential words selected by The NAKL in 2002 have both a Konglish and an English context and existed in Hangul. It was found that words associated with sports did not meet these criteria; therefore, this category was omitted. After checking all of the vocabulary words, the questionnaire was designed. In the questionnaire, there were five words for each type of borrowed words, and twenty main question sets. Table 4-7 below shows the word collection in the questionnaire. The categories of borrowed words are science and technology, life, food and 26.

(42) entertainment respectively. Table 4. English Borrowed Entertainment Words English. Konglish. Romanization Hangul. camera. 카메라. kamela. 사진기. sajinki. video. 비디오. bidio. 동영상 /. tongyongsang/. 영상 매체 / 대중매체. yongsang maeche/ taejungmaeche. 연예인. yeonyein. nyuseu. 신문. sinmun. media / mass 미디어 / 매스컴 midieo / communication maeseukeom star /. 스타/엔터테이너 seuta /. Romanization. entertainer enteoteineo news. 뉴스. Table 5. English Borrowed Food Words English. Konglish. Romanization. Hangul. Romanization. menu. 메뉴. menyu. 차림표. chalimpyo. juice. 주스. juseu. 과즙. goajeup. restaurant. 레스토랑. leseutolang. 식당. siktang. wine. 와인. wain. 포도주. podoju. alcohol. 알코올/알콜. alkool / alkol. 술. sul. 27.

(43) Table 6. English Borrowed Life Words English. Konglish. Romanization. Hangul. Romanization. supermarket / mart. 슈퍼마켓 / 마트. syupeomaket/. 가게/상점. gage. mat cup. 컵. keop. 잔. jan. mail. 메일. meil. 편지/ 우편물. memo. 메모. memo. 필기. pyeonji/ upyeonmul pilgi. schedule. 스케쥴. seukejyul. 일정. iljeong. Table 7. English Borrowed Science and Technology Words English. Konglish. Romanization. Hangul. Romanization. air conditioner. 에어컨. eeokeon. 냉방기. naengbanggi. cell phone. 핸드폰. haedeupon. 휴대폰 / 이동전화. hyudaepon/ idongjeonhoa. elevator. 엘리베이터. ellipeiteo. 승강기. seungganggi. homepage. 홈페이지. hompeiji. 누리집. nulijip. printer. 프린터. peulinteo. 인쇄기. insoegi. Each question set was accompanied by one appropriate picture chosen by me. The participants were asked to type a corresponding word that they called the item when they saw the picture. Furthermore, there are three open-ended questions below each picture. The questions are demonstrated as follows. First, “In what situation 28.

(44) would you adopt the name to call this item shown in this picture?” Second, “Why would you adopt the name to call this item shown in this picture?” Third, “How did you learn this item’s name?” The questionnaire was created in English and later translated by my Korean friend. Participants were asked to fill out the Korean version of the questionnaire. Table 8 below illustrates one sample question set derived from the questionnaire. Table 8. Sample Question (English Version) 1.1. Please type a corresponding name you would call the item in this picture. (Please type here). 1.2. In what situation would you adopt the name to call this item? Why would you adopt the name to call this item shown in this picture? How did you learn this item’s name? The full questionnaire is also shown in Appendix 1 (Korean version) and. Appendix 2 (English version). The sample original results will be shown in Appendix 3 (Korean version). 29.

(45) Moreover, for the quantitative questionnaire, based on the results of my qualitative research, I only retained science and technology and food English words as the questions of the questionnaire. In this questionnaire, I changed to multiple-choice questions. Based on the results of the qualitative questionnaire in the research, the answer participants gave was too general and not representative. Therefore I discussed this with my advisor and tried to change the situations and reasons to multiple choice which were written based on the data collection of the qualitative questionnaire. For example, the questions are shown as “Which word do you use the most? A.카메라 (kamela) B.사진기 (Hangul of camera, Romanization: sajingi). The full questionnaire can be found in Appendix 4 (Korean Version) and Appendix 5 (English version). Data Analysis This study aimed to analyze the phenomenon for Koreans to adopt English words in their daily lives. After collecting the fifteen questionnaires, they were analyzed. I selected the expected answers and translated them into English. Then, graphs were used to demonstrate the corresponding words my participants typed, the reason, and in what situation they would use the word they typed. However, there were still some unexpected answers because the questionnaire was distributed via the Internet and this method lost the opportunity to explain the questions in detail. The participants used 30.

(46) unexpected corresponding words when they were asked to see the pictures. For example, some participants wrote “application” or “player” when they were asked to see the picture of Q2, a picture of video player, because it is difficult to choose a picture that resembled a video. However, I expected that the participants would write “video” or “video” player as corresponding words based on the expected answers given in Table 3. Although some participants gave unexpected answers, some descriptions and reasons given by the participants were interesting and some Konglish words did exist. I will explain and state some specific results of the unexpected answers in Chapter 4.. 31.

(47) CHAPTER FOUR The chapter is divided into two parts: results and discussions. This chapter presents the results of the study based on the methodology mentioned in Chapter Three. Then, the discussion of my research will be presented at the end of this chapter. Results Results of Qualitative Questionnaire The results of qualitative questionnaires will be shown as tables of my translation results for each question. In addition, some participants left some blanks for those questions they were unable to answer; therefore, I used “no response” to illustrate this situation. The following table demonstrates the results of Question 1. Q1-1 represents the corresponding words the participants gave when they were asked to look at the picture. Q1-2 represents in what situation or why they would give this corresponding word when they were asked to see the item in this picture. Q1-3 represents the reason for adopting the word. Lastly, Q1-4 represents how or when they learned the word.. 32.

(48) Table 9. Results of Question 1 NO. Corresponding Word. Situation. Reason. When Learned. 01. 카메라. taking picture. no response. as a child. 02. 카메라. daily life. no response. no response. 03. 카메라. taking picture. no response. as a child. 04. 카메라. taking picture. seeing picture. as a child. 05. 사진기. recording memory. in dictionary. no response. 06. 카메라. seeing and talking. people saying. my parents. 07. 카메라. taking picture. learning. unconsciously. 08. 카메라. taking picture. learning. repetition. 09. 카메라. taking picture. learning English. advertisements. 10. 카메라. taking picture. unconscious use. unconsciously. 11. 카메라. daily life. no response. in school. 12. 카메라. taking picture. learning English. in school. 13. 카메라. taking picture. unconscious use. no response. 14. 카메라. taking picture. people saying. starting using. 15. 카메라. taking picture. unconscious use. as a child; parents. Based on the results of Q1-1, fourteen participants used the word “카메라” 33.

(49) (Romanization: kamela) when they were asked to see this picture. “카메라” (kamela) is the Konglish context of “camera”. However, one participant gave “사진기” (Hangul of camera, Romanization: sajingi). As for the results of Q1-2, we can see that most participants will use “카메라” (kamela) to say the item when they need to take pictures or see this item. In addition, two of fifteen said that they would use the name “카메라” (kamela) in their daily lives. For Q1-3, three of fifteen participants did not give any response, seven of the participants said that they use this corresponding word because they learned the word deliberately, naturally and unconsciously. Specifically Participant 5 said the name could be found in a dictionary, Participant 9 and Participant 12 reported that they started to use the name after learning it. Finally, for Q1-4, three participants mentioned that they learned the word in childhood, Participant 9 said the word can be seen via advertisements and other people all called the device “카메라” (kamela). Participant 9 and 15 said their parents taught them; however, Participant 11 and Participant 12 learned the vocabulary word in school. The following table demonstrates the results of Question 2. Q2-1 represents the corresponding words the participants gave when they were asked to look at the picture. 34.

(50) Q2-2 represents in what situation or why they would give this corresponding word when they were asked to see the item in this picture. Q2-3 represents the reason for adopting the word. Lastly, Q2-4 represents how or when they learned the word.. 35.

(51) Table 10. Results of Question 2 NO.. Corresponding Word. Situation. Reason. When Learned. 01. 어플리케이션. installing. no response. using smart phone. 02. 동영상플레이어. playing video. no response. no response. 03. 동영상플레이어. playing video. people saying. cannot remember. 04. 동영상플레이어. people saying. reaction. TV, internet. 05. 재생기. watching video. computer. Win. 3.1 released. 06. 플레이어. playing video. in instruction. reading. 07. 동영상. playing video. learned the word. unconsciously. 08. no response. no response. no response. no response. 09. 플레이어. playing media. learned English. computer classes. 10. 플레이어. playing video. learned the word. unconsciously. 11. 동영상. on internet. more people use. no response. 12. 비디오. watching video. people use. unconsciously. 13. 동영상. playing media. using computer. no response. 14. 동영상플레이어. playing video. using computer. using computer. 15. 재생. playing media. existing word. unconsciously. Based on the results of Q2-1, eight participants used the word “플레이어” 36.

(52) (Romanization: peulleieo, translation: player) or “동영상플레이어” (Romanization: tongyeongsang peulleieo) when they were asked to see this picture. “동영상플레이어” (tongyeongsang peulleieo) is a Konglish of video player which combines Korean vocabulary “동영상” (tongyeongsang) with English vocabulary “player” together. Three participants used the word “동영상” (tongyeongsang) when they were asked to see this picture. One participant used the word “비디오” (Romanization: bidio) as corresponding word. One participant did not give any response. As for the results of Q2-2, we can see that most participants will use the above Konglish words “플레이어” (peulleieo), “동영상플레이어” (tongyeongsang peulleieo) and “비디오” (Romanization: bidio) when they need to watch or play videos. For Q2-3, two of fifteen participants did not give any responses. Two participants said that they use these Konglish corresponding word because they learned the word. Two participants said that they use these Konglish corresponding word because they heard people saying it or using it. Two participants used the word after they started to use a computer. Participant 9 reported she used the word because she learned English. Finally, for Q2-4, four participants did not give any responses. Two participants learned the Konglish word(s) unconsciously. Two participants learned the Konglish 37.

(53) word(s) via using a computer or in computer classes. One participant learned the Konglish word via watching TV programs and advertisement. One participant learned the Konglish word via reading the word previously. The following table demonstrates the results of Question 3. Q3-1 represents the corresponding words the participants gave when they were asked to look at the picture. Q3-2 represents in what situation or why they would give this corresponding word when they were asked to see the item in this picture. Q3-3 represents the reason for adopting the word. Lastly, Q3-4 represents how or when they learned the word.. 38.

(54) Table 11. Results of Question 3 NO. Corresponding Word. Situation. Reason. When Learned. 01. 연예인. talking. occupation. parents; as a child. 02. 연예인. talking. no response. no response. 03. 엔터테이너. talking. people use. no response. 04. 방송인. talking. knew the word. be taught. 05. 방송인. no response. used on TV. no response. 06. 연예인. talking. occupation. no response. 07. MC. no response. used on TV. unconsciously. 08. 연예인. talking. learned the word. by repetition. 09. 진행자. no response. people saying. unconsciously. 10. 연예인. watching TV. no response. cannot remember. 11. 연예인. watching TV. hearing frequently hearing frequently. 12. MC. talking. seeing the word. used on TV. 13. 방송인. no response. their occupation. no response. 14. 연예인. no response. saw on TV. people using. 15. MC. no response. unconsciously. seeing subtitles. Based on the results of Q3-1, three participants used the word “MC” 39.

(55) (Microphone Controller) when they were asked to see this picture. One participant used the word “엔터테이너” (Romanization: enteoteineo) when they were asked to see this picture. “엔터테이너” (enteoteineo)is the Konglish word of entertainer. However, ten participants used the words “연예인” (Romanization: yeonein) , “방송인” (Romanization: bangsongin) when they were asked to see this picture. One participant used “진행자” (Romanization: jinhaengja) as corresponding word. 연예인(yeonein) , “방송인” (bangsongin) are Hangul words of entertainer. “진행자” (jinhaengja) is the Hangul word of TV program host. As for the results of Q3-2, in what situation would they use the Konglish corresponding words, we can see that two participants use the above English word “MC” or Konglish word “엔터테이너” (enteoteineo) when they are talking. The other two participants who gave “MC” as the corresponding words did not give any responses. For Q3-3, for the reason of adopting Konglish or English loan word, Participant 3 said she used the word “엔터테이너” (enteoteineo) because the word is used by other people. Participant 7 said she used the word “MC” because the word is used on TV. Participant 12 said she used the word “MC” because she saw the word previously. Participant 15 said she used the word unconsciously. Finally, for Q2-4, about when or how they learned the English word or Konglish 40.

(56) word, Participant 3 did not give any responses. Participant 12 and Participant 15 said the word could be seen on TV or as subtitles on TV programs. Participant 7 said she learned the word unconsciously. The following table demonstrates the results of Question 4. Q4-1 represents the corresponding words the participants gave when they were asked to look at the picture. Q4-2 represents in what situation or why they would give this corresponding word when they were asked to see the item in this picture. Q4-3 represents the reason for adopting the word. Lastly, Q4-4 represents how or when they learned the word.. 41.

(57) Table 12. Results of Question 4 NO. Corresponding Word. Situation. Reason. When Learned. 01. 신문방송. talking. learned the word in school. 02. 언론. talking. no response. no response. 03. 미디어. talking. get used. cannot remember. 04. 언론. no response. widely used. via books and TV. 05. 언론. no response. usage of media. existing word. 06. 아이콘. no response. learned the word using computer. 07. 미디어. getting information. learned the word unconsciously. 08. 언론. no response. duty of media. no response. 09. 언론. talking. widely adopted. watching TV. 10. 소식전달매체. talking. learned the word in high school. 11. 미디어. no response. widely used. no response. 12. 대중매체. talking. widely used. unconsciously. 13. 언론매체. talking. meaning. watching TV. 14. 미디어. no response. usage. in high school. 15. 미디어. talking. learned the word in high school. Based on the results of Q4-1, five participants used the word “미디어” 42.

(58) (Romanization: midio) when they were asked to see this picture. “미디어” (midio) is the Konglish word of media. Six participant used the words “언론” (Romanization: eolon) or “언론매체” (Romanization: eolonmaeche) when they were asked to see this picture. “언론” (eolon) is the Hangul word of opinion. “매체” (Romanization: maeche) is the Hangul word of media. One participant used “대중매체” (Romanization: daejungmaeche) as the corresponding words. “대중매체” (daejungmaeche) is the Hangul of Mass Communication Media. As for the results of Q4-2, in what situation would they use the Konglish word “미디어” (midio) , we can see that two participants use the word when they are talking about mass media. Two participants did not give any responses. Participant 7 said she uses the word when she is receiving information from mass media. For Q4-3, for the reason of adopting the Konglish word “미디어” (midio), two participants use the word because they have learned the word. Participant 3 said she used the word because she gets used of adopting the word. Participant 11 said she used the word because the word is widely used. Participant 14 said she used the word because she knew the meaning of the word. Finally, for Q4-4, about when or how they learned the Konglish word “미디어” (midio), Participant 14 and Participant 15 reported that they learned the word in high school. Participant 3 cannot remember when she learned the word and 43.

(59) Participant 11 did not give any responses. The following table demonstrates the results of Question 5. Q5-1 represents the corresponding words the participants gave when they were asked to look at the picture. Q5-2 represents in what situation or why they would give this corresponding word when they were asked to see the item in this picture. Q5-3 represents the reason for adopting the word. Lastly, Q5-4 represents how or when they learned the word.. 44.

(60) Table 13. Results of Question 5 NO. Q5-1. Q5-2. Q5-3. Q5-4. 01. 신문. talking. no response. native language. 02. 신문. talking. no response. no response. 03. 신문. no response. knew the word. as a child. 04. 신문. talking. learned the word. as a child. 05. 신문. talking. no response. no response. 06. 신문. seeing newspaper. original word. elementary school. 07. 신문. seeing newspaper. learned the word. unconsciously. 08. 신문. seeing newspaper. learned the word. repetition. 09. 신문. talking. learned the word. from parents. 10. 신문. seeing newspaper. learned the word. as a child. 11. 신문. no response. learned the word. as a child. 12. 신문. seeing newspaper. learned the word. in school. 13. 신문. seeing newspaper. no response. no response. 14. 신문. talking. learned the word. elementary school. 15. 신문. saying news. learned the word. parents; as a child. Based on the results of Q5-1, all participants used the word “신문” 45.

(61) (Romanization: sinmun) when they were asked to see this picture. “신문” (simun) is the Hangul word of newspaper. As for the results of Q5-2, though giving Korean vocabularies as corresponding words, Participant 15 reported that she uses the word when she want to talk about the “뉴스” ( Romanization: nyuseu) in newspaper. “뉴스” (nyuseu) is the Konglish word of news. For Q5-3 and Q5-4, I would not give any description because they all give Korean vocabulary word “신문” (sinmun) as the correspond word in Q4-1. The following table demonstrates the results of Question 6. Q6-1 represents the corresponding words the participants gave when they were asked to look at the picture. Q6-2 represents in what situation or why they would give this corresponding word when they were asked to see the item in this picture. Q6-3 represents the reason for adopting the word. Lastly, Q6-4 represents how or when they learned the word.. 46.

(62) Table 14. Results of Question 6 NO. Corresponding Word. Situation. Reason. When Learned. 01. 메뉴판. reading menu. learned the word. as a child. 02. 메뉴판. ordering food. widely used. no response. 03. 메뉴판. finding menu. usage of menu. cannot remember. 04. 메뉴판. ordering food. saw the word. no response. 05. 차림표. talking. saw the word. no response. 06. 메뉴판. seeing menu. widely used. by someone. 07. 메뉴판. ordering food. learned the word. unconsciously. 08. 메뉴판. ordering food. learned the word. repetition. 09. 메뉴판. choosing food. no response. heard it before. 10. 메뉴. ordering food. unconscious use. cannot remember. 11. 메뉴. in restaurant. used by restaurants. seeing the word. 12. 메뉴판. ordering food. for ordering food. no response. 13. 메뉴판. choosing food. no response. no response. 14. 메뉴판. ordering food. eating outside. after eating outside. 15. 메뉴판. ordering food. learned the word. from parents. Based on the results of Q6-1, we can see that twelve participants used 47.

(63) “메뉴판” (Romanization : menyupan) when they were asked to see this picture. Two participants used “메뉴” (Romanization : menyu) when they were asked to see this picture. “메뉴” (menyu) is the Konglish word of menu. “메뉴판” (menyupan) is a Konglish word comebined English word menu with Haugul word“판” (Hangul word of board, Romanization: pan).However, one participant used “차림표” (Romanization : chalimpyo) as corresponding word. “차림표” (chalimpyo) is the Korean vocabulary word of menu. As for the results of Q6-2, in what situation would they use the Konglish words “메뉴판” (menyupan) or “메뉴” (menyu), we can see that most participants use the word when they are reading menu and ordering or choosing food. For Q6-3, for the reason of adopting the Konglish words “메뉴판” (menyupan) or “메뉴” (menyu), four participants use the word because they have learned the word. Two participants use the word because they saw the word before. Participant 10 used the word unconsciously and Participant 6 and Participant 11 used the word because it is widely seen and used by restaurants. Participant 13 did not give any response. Finally, for Q6-4, about when or how they learned the Konglish word “메뉴판” (menyupan) or “메뉴” (menyu), three participants did not give any responses. Two participants did not remember the time they learned the word. The following table demonstrates the results of Question 6. Q6-1 represents the 48.

(64) corresponding words the participants gave when they were asked to look at the picture. Q6-2 represents in what situation or why they would give this corresponding word when they were asked to see the item in this picture. Q6-3 represents the reason for adopting the word. Lastly, Q6-4 represents how or when they learned the word.. 49.