Description

The purpose of this course is to provide students an intensive training in what is commonly referred to as “classical Chinese,” or hanmun, which constitutes the nucleus of the literary languages of premodern China, Korea, and Japan. Because this workshop is intended for future researchers and scholars of premodern Korean culture in a broader context of East Asian civilization, which some call the “Sinosphere,” we will focus on the most fundamental sentence patterns and grammatical devices commonly used in hanmun, exploring some canonical texts that embody the linguistic and cultural grammars of classical Chinese literature. Each day, the class will study grammatical devices and patterns with simple sentences and read (excerpts of) regular hanmun texts for applied practice. We will read and critically analyze the texts, with which to formulate an academically-minded English translation of them. At the end of the workshop, students are expected to become familiar with different types of texts, to gain first-hand knowledge around the original texts of old Korean books, and more importantly, to become intellectually independent in their own future research critically engaging primary texts.

Class

A daily class is divided into three sessions. In Session 1 we read Pak Semu’s 朴世茂 (1487–1554) treatise to initiate students into Confucian literacy, Tongmong sŏnsŭp 童蒙先習 (Preparatory Learning for the Youth). Session 2 comprises studying syntactic and morphological patterns established by grammatical words, building up from the simplest forms to the more complex. This part of instruction will make use of the Hagŏjip 學語集 (Collection of Sentences for Learning), a late-Chosŏn primer for those who have finished character (hantcha) lessons and phrasal instructions. These two sessions will engage two foci of instruction: parsing (both vocal and visual) and close reading. In Session 3 we translate various excerpts from actual literary pieces from China and Korea. Reading the original text together, parsing its sentences, and carefully analyzing parts both syntactically and semantically, which will form a basic training of translation. The instructor will give lectures when needed, to reinforce the knowledge of grammatical words, information on reference tools, and relevant sociocultural context of fundamental importance. Each student will be responsible for looking up and learning unfamiliar hantcha, practicing to punctuate sentences that were studied in the previous classes, and participating in drafting translations. The outcome of translation will be archived and shared.

지도교수 Instructor

오영균 (吳英均, Young Kyun Oh)

수강생 Participants

참가자 명단 Participants List　cf. 역대 참가자 Previous Participants

연도	성명	국적	소속	직위	연구/전공분야	그룹
2017	Na Sanghoon	대한민국 ROK	한국학중앙연구원 The Academy of Korean Studies	석사과정 Master's Student	Korean Classics and Global Communication	Intermediate Training Group
2017	Chang JaeYong	미국 USA	미국 캘리포니아대학교 버클리 동아시아도서관 East Asian Library, University of California, Berkeley	사서 Librarian	Modern Korean History and bibliology of Western materials on Korea	Intermediate Training Group
2017	Eom TaeYeon	대한민국 ROK	캐나다 브리티시 컬럼비아대학교 The University of British Columbia	박사과정 Doctoral Student	Premodern Korean History	Intermediate Training Group
2017	Kim MiRi	미국 USA	미국 노리치대학교 Norwich University	조교수 Assistant Professor	Modern Chinese History	Intermediate Training Group
2017	Lee HeeJin	대한민국 ROK	미국 캘리포니아대학교 University of California	박사과정 Doctoral Student	Korean Literature	Intermediate Training Group
2017	Gledic Jelena	세르비아 Serbia	세르비아 베오그라드대학교 University of Belgrade	강사 Lecturer	Cultural Studies /Identity studies, Chinese history	Intermediate Training Group
2017	Bryan Sauvadet	프랑스 France	프랑스 국립동양학대학교(INALCO) INALCO	석사과정 Master's Student	Korean Studies /Korean Art History /Korean Religious Studies	Intermediate Training Group
2017	Le Marchand Alexandre Pierre Michel	프랑스 France	프랑스 파리7대학교 Paris Diderot University (Paris 7)	대학생 Undergraudate Student	Korean Language and Civilization	Intermediate Training Group
2017	M’Ghari Younès	프랑스 France	프랑스 국립동양학대학교(INALCO) & 사회과학고등연구원 INALCO & EHESS	석사과정 Master's Student	Linguistics & Philology	Intermediate Training Group
2017	Ranjan Santosh Kumar	인도 India	인도 뉴델리 자와할랄네루대학교 Jawaharlal Nehru University, New Delhi	조교수 Assistant Professor	Korean History(Colonial Period) /Korean Language and Literature	Intermediate Training Group
2017	Svakova Petra	체코 Czech	한국 성균관대학교 Sungkyunkwan University	석사과정 Master's Student	East Asian Studies	Intermediate Training Group
2017	Lee Goeun	대한민국 ROK	한국학중앙연구원 The Academy of Korean Studies	박사과정 Doctoral Student	Religion	Intermediate Training Group (Auditor)

수업진도 Schedule

3주간 수업진행표

Translation

We aim to practice academic translation. An academic translation should prove to be comprehensive to an intellectual reader for whom no previous knowledge of or about the text is assumed, rendered in a clear, precise, yet hermeneutically nuanced language. There are four aspects of concentration in our training::

Faithfulness to the original text
Linguistic clarity of the translating language
Detailed annotation to integrate contextual and intertextual information
Observance of academic convention for translation

강독과제 Reading and Translation Assignments

List of Hanmun Text

Tongmong sŏnsŭp 童蒙先習
Hagŏjip 學語集
Excerpts for practice

Session 1: 동몽선습(童蒙先習)

동몽선습 소개

The Tongmong sŏnsŭp is a well-known hanmun primer for novices after their initiation in hantcha with the Chŏnjamun 千字文. Its text spells out the fundamental ethico-historial framework of Confucianism, quoting and alluding most frequently used phrases and expressions in the traditional discourse of moral maxims. Its language is prosodic and suitable for vocal reading and reciting. The introduction delineates the ethics based on the Five Cardinal Relations (oryun 五倫), followed by an overview of Chinese and Korean histories as realizing ethical principles endowed in human civilization. Its authorship had been generally attributed to Pak Semu 朴世茂 (1487–1554), though some recorded Kim An’guk 金安國 (1478–1543) as its author. Yun Insŏ’s 尹仁恕 postface, included in the 1543 edition (printed at the P’yŏngan Magistrate Office), states that Min Chein 閔齊仁, then P’yŏngan Magistrate, co-authored this work. A recent discovery of a block-printed edition bearing Min Chein as the author strongly suggests that Min authored it before Pak did because it predates the manuscript edition that recorded Pak Semu as the author, which had been known as the earliest edition. Authorship aside, however, it appears reasonable to assume that the sentences in the Tongmong sŏnsŭp were commonly shared for pedagogical purposes among the literati since early Chosŏn. As it has also been used at the court to instruct royal princes since King Hyŏnjong’s reign (1659–1674), there are a number of prints and manuscripts extant. The 1759 edition especially contains King Yŏngjo’s 英祖 preface and Song Siyŏl’s 宋時烈 (1607–1689) postface, indicating that it was received widely.

장서각 소장 어제동몽선습언해(御製童蒙先習諺解)

동몽선습 Text & Translation

Session 2: 학어집(學語集)

학어집 소개

Hagŏjip [Collection of Learning Sentences] is a manuscript whose authorship is unknown. It contains short sentences explaining various subjects ranging from heaven and earth to flowers and animals, for the purpose of teaching the basic sentence structure and grammatical patterns of literary Chinese to novices. It is often confused with Hagŏ 學語 compiled by Pak Chaech’ŏl 朴載哲 with a similar purpose. Hagŏ was blockprinted in 1868 by Pak Chaechŏl’s son Pak Kyujin 朴圭鎮. The two are quite different texts. The latter is more oriented in Confucian learning of moral principles and quotations from classics, whereas the former is apparently mindful of linguistic pedagogy and introduces syntactic patterns with gradually increasing complexity. There are a few manuscript editions preserved in various archives in Korea, including Jangseogak. It appears that there are some textual variations depending on editions especially with the selection of sentences, though individual sentences remain mostly the same.

학어집 수업내용

문장	문형
문장 1 - 5	관계문형
문장 6 - 10	관계문형
문장 11 - 15	관계문형
문장 16 - 20	관계문형
문장 21 - 25	관계문형
문장 26 - 30	관계문형
문장 31 - 35	관계문형
문장 36 - 40	관계문형
문장 41 - 45	관계문형
문장 46 - 50	관계문형
문장 51 - 55	관계문형
문장 56 - 60	관계문형