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최인자 한국국어교육연구회 2000 국어교육 Vol.- No.101
This essay investigtes the narrative character of T.V news. The material for study is Seeland Tragic Inccident in KBS and MBC. In view of the results so far achieved, both news possess the characteristics of myths narrative which turns varraible reality into established culture value and norm by using schematic frame. This frame was confirmed in the whole narrative layer, such as plot, screen frame, discourse. In plot, they make use of the principal of metaphoric equivalence. In case of KBS, I could have found the plot of crime drama which make use of division into two parts, law breaking and law abiding to strengthen the force of law. But in case of MBC, the plot of reflection based on myth of 'WE' which ignore the problem of system. In Screen Frame, I could have found both the point of view of 'they-we' which keeps the distance between accident and TV viewer, and the point of view of 'they-we' which break the distance between a repoter and T.V. viewer. This is seek to lead interest the process of sovling problem. But in case of MBD, the screen frame is seek to awaken the critical concious of viwer with break the distance between a repoter, accident and T.V. viewer. In Discourse, KBS. anchorman assigns a part of mediating another's voice. On the other hand, MBC. anchorman present his opinion with authority. Narrative education must be concerned about the critical reading media narrative which is charact collective and public story.
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최인자 한국어교육학회 2005 국어교육 Vol.0 No.117
The purposes of this study are to examine the changes of language culture concept in Korean teaching, to organize them into a systematic structure, and finally to search for the positive direction of its teaching hereafter. As the result of examination of Korean teaching curriculums from the First to the Seventh, it turned out that the concept of language culture in education was focused on the national identity such as 'Korean culture.' Korean teaching has been closely linked with the national project to build cultural standards around nationality. Language culture, in Korean teaching theories, has been understood in various perspectives. Among them are the perspectives of language culture as valuable traditional heritage, symbolic reciprocal interaction, critical cultures, ethics, or ecologies. However, the approaches from cultural materials, typology, and essentialism have kept culture teaching confined only to the domain of its transmission value. Now, it is demanded that language culture teaching should comprehend and systemize the various existent perspectives rather than choosing a single certain approach. First of all, the concept of language culture needs to be constructed in its comprehensive relationship with life in general including social, historical, moral and imaginary domains. Language culture competency can be divided into 1) critical understanding, 2) cross-cultural negotiation, and 3) creative practice. The area of language culture as a fundamental subject should be extended further. Especially, in the society of post-Fordism, such factors of language culture as variety, reciprocity, and ecology need to be highly emphasized on.
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