초ㆍ중ㆍ고 학생들의 욕설 사용 실태와 태도에 대한 연구 (A Study on the actual conditions of Abusive language used by juveniles and juveniles' attitude towards using abusive language)

서지정보

· 발행기관 : 한국어문학회
· 수록지 정보 : 어문학 / 111호 / 57 ~ 87페이지
· 저자명 : 양명희, 강희숙

초록

This essay aims at investigating the actual conditions of abusive language used by juveniles in everyday life, and studying juveniles’ attitude towards using abusive language. We carried out a survey of 1,260 students including elementary school students(5th grade), middle school students(2nd grade), and high school students(2nd grade).
According to the survey, 47.7 percent of students acquired abusive language by their peers and 26.4 percent by the Internet. This infers that direct contact has a greater influence on language change than indirect contact. Approximately 60 kinds of abusive terms were investigated, which could be divided into two groups: talking to oneself and talking to others. The latter can be classified into five types according to the origin of the word: sexual innuendos, physical and mental disabilities, disparaging status, and demeaning people to animals. 58.2 percent of students used abusive language for the first time in their upper elementary school years. Among the reasons for using abusive language, “because it became a habit”(25.7%) ranked the highest, followed by “because others use”(17%), “to relieve stress”(17.0%), “to show friendliness”(16.7%). Since juveniles use abusive language mainly out of habit, it is predictable that more juveniles will use abusive terms more frequently.
However, juveniles had a less negative attitude on listening abuse from friends than on using abuse to friends. In addition, the students generally had more rigorous standards for their words than their friends’ words. Also they viewed teachers using abuse in a more negative attitude than parents using abuse.

영어초록

This essay aims at investigating the actual conditions of abusive language used by juveniles in everyday life, and studying juveniles’ attitude towards using abusive language. We carried out a survey of 1,260 students including elementary school students(5th grade), middle school students(2nd grade), and high school students(2nd grade).
According to the survey, 47.7 percent of students acquired abusive language by their peers and 26.4 percent by the Internet. This infers that direct contact has a greater influence on language change than indirect contact. Approximately 60 kinds of abusive terms were investigated, which could be divided into two groups: talking to oneself and talking to others. The latter can be classified into five types according to the origin of the word: sexual innuendos, physical and mental disabilities, disparaging status, and demeaning people to animals. 58.2 percent of students used abusive language for the first time in their upper elementary school years. Among the reasons for using abusive language, “because it became a habit”(25.7%) ranked the highest, followed by “because others use”(17%), “to relieve stress”(17.0%), “to show friendliness”(16.7%). Since juveniles use abusive language mainly out of habit, it is predictable that more juveniles will use abusive terms more frequently.
However, juveniles had a less negative attitude on listening abuse from friends than on using abuse to friends. In addition, the students generally had more rigorous standards for their words than their friends’ words. Also they viewed teachers using abuse in a more negative attitude than parents using abuse.

참고자료

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