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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.
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.
목차
1. 서론
2. 연구 방법 및 설문지 구성
3. 욕설 사용 실태
4. 욕설 사용 태도
5. 결론
참고문헌
[Abstract]
〈부록〉 설문지
참고문헌 (18)
참고문헌 신청
1. [단행본] - 강신항 / 1991 / 현대국어 어휘 사용의 양상 / 태학사
2. [학술지(정기간행물)] - 김갑년 / 1999 / 독일어에 나타난 욕설의 화행론적 고찰 / 텍스트언어학 7 : 447 ~ 465
3. [학술지(정기간행물)] - 김상윤 / 2002 / 욕설의 특질에 관한 연구 / 화법 연구 4 : 271 ~ 290
4. [기타자료] - 손병우 / 2009 / 방송의 사담(私談)화, 비어 방송의 배경과 그 판단에 관하여 / 방송언어 관련 가이드라인 마련을 위한 토론회 발표 자료집, 방송통신심의위원회
5. [학위논문] - 손봉희 / 2010 / 중학생의 욕설 사용 실태와 욕설 사용 빈도에 따른 자아존중감,스트레스,우울의 차이 / 석사 / 계명대학교
2. [학술지(정기간행물)] - 김갑년 / 1999 / 독일어에 나타난 욕설의 화행론적 고찰 / 텍스트언어학 7 : 447 ~ 465
3. [학술지(정기간행물)] - 김상윤 / 2002 / 욕설의 특질에 관한 연구 / 화법 연구 4 : 271 ~ 290
4. [기타자료] - 손병우 / 2009 / 방송의 사담(私談)화, 비어 방송의 배경과 그 판단에 관하여 / 방송언어 관련 가이드라인 마련을 위한 토론회 발표 자료집, 방송통신심의위원회
5. [학위논문] - 손봉희 / 2010 / 중학생의 욕설 사용 실태와 욕설 사용 빈도에 따른 자아존중감,스트레스,우울의 차이 / 석사 / 계명대학교
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UCI(KEPA) : I410-ECN-0101-2012-810-004171230