Abstract This paper examines Korean preschool children's socialization into uses of honorifics, focusing on the role that teachers’ honorific speech practices and children's peer conflict play in this process. Unlike previous studies, which typically assumed a one-to-one relationship between honorifics and politeness or deference, the analysis of teachers’ and children's discourse in classroom settings illustrates that honorifics are indexes of a wide variety of sociocultural meanings such as presentation of social personas, on-stage contexts, or authoritative and affective stances. Based on 15 months of ethnographic and linguistic study and audiovisual recordings of naturally occurring interaction in a preschool in Seoul, South Korea, the paper demonstrates that children, rather than passively adopting indexical knowledge of honorifics as modeled by teachers, creatively and strategically utilize honorifics in negotiating and achieving sociopolitical goals in their conflicts and disputes with peers. The paper speaks to recent language socialization research that emphasizes the agentive role that children's peer talk plays in cultural reproduction as well as to studies on honorifics that emphasize the wide range of indexical potentials honorifics have in constructing social reality.

中文翻译：

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韩国儿童语言社会化中的敬语与同伴冲突

摘要 本文考察了韩国学龄前儿童社会化成敬语的使用，重点关注教师敬语实践和儿童同伴冲突在这一过程中所起的作用。与以往的研究通常假设敬语与礼貌或尊重之间存在一对一的关系，对课堂环境中教师和儿童话语的分析表明，敬语是各种社会文化意义的指标，例如社会角色的呈现，舞台背景，或权威和情感的立场。基于 15 个月的人种学和语言学研究以及韩国首尔一所幼儿园自然发生互动的视听记录，该论文表明，儿童，与其像教师那样被动地采用敬语的索引知识，不如创造性地和战略性地利用敬语在与同伴的冲突和争端中谈判和实现社会政治目标。该论文涉及最近的语言社会化研究，该研究强调儿童同伴谈话在文化再生产中的代理作用，以及对敬语的研究，这些研究强调敬语在构建社会现实方面具有广泛的指示潜力。