유교 언어문화 이해를 위한 위백규의 <농가구장(農歌九章)> 교육 연구 -중국인 한국어 고급 학습자를 대상으로-

왕샤오위 한국언어문화교육학회 2023 언어와 문화 Vol.19 No.2

This paper proposes a teaching approach for advanced Chinese learners of the Korean language through the analysis of Nongga-gujang (Nine Songs of farmers) written by Wi, Baek-Gyu (1727-1798). The teaching method is concerned with current educational issues on students' identity formation and personal growth in the process of learning the Korean language and culture. Wi, Baek-Gyu was a rural Confucianist during the late Joseon dynasty period. His representative work, Nongga-gujang is composed of 9 pieces of sijo ((lyrical three-line verse written in the vernacular) texts showing realistic farming stories and folkloric features. The teaching methods proposed in this paper are expected to enable advanced Korean language learners at Chinese universities to go beyond general communicative competence. By studying the Confucian elements within Nongga-gujang, the learners are expected to examine the role of Confucianism in Korean language and culture. Furthermore, the teaching of Korean culture within a traditional Confucian linguistic setting hopes to provide an opportunity to reflect on the value of Confucianism in East Asia. .

한·중 고전 문학사 서술의 ‘장르’와 ‘시대 구분’ 용어 사용에 대한 비교 고찰 및 교육 방안 탐구

왕샤오위 한국고전문학교육학회 2023 고전문학과 교육 Vol.54 No.-

이 연구는 한국과 중국의 고전 문학사 서술 체계를 비롯한 문학사의 내용과 양국 고전 문학사를 접하는 학습자의 입장을 동시에 고려하여 향후 한국과 중국 고전 문학사를 아우르는 포괄적인 교육 방안을 제안하는 데 목적이 있다. ‘문학사’라는 개념은 서구 근대화 과정을 통해 동아시아에 도입되었고, 한국과 중국에서 각자의 문학사를 정립하는 과정에서 문학사를 기술하는 서로 다른 체계와 관점을 모색하기 시작하였다. 선행 연구를 검토해 보면 근대 민족주의의 산물로서의 ‘문학사’에 대한 재고가 오늘날에도 반복적으로 요구되고 있지만, 문학사 교육에서는 이러한 문제들이 아직 충분히 다루어지지 않고 있다. 과거로부터 이어진 문학의 발전과 변화를 통시적인 관점에서 살펴보고 파악할 수 있는 고전 문학사 교육은 언어와 문학 전공자에게 중요한 지식으로 판단되므로 향후 대학에서 주요 교과목으로 지속해서 다뤄질 것으로 볼 수 있다. 따라서 문학사 교육에 대한 강조와 함께 현재 고전 문학사 교육 현장에서 학습자의 특성에 따라 교육 목표와 내용을 재검토할 필요가 있다. 특히 중국 내 한국 문학사 교육은 고전 문학에 접근하는 중요한 수단이므로 중국인 학습자의 고전 문학 학습 경험을 활용하여 그들을 대상으로 하는 한국 문학사 교육에서 용어 사용에 대한 비교 고찰이 필수적이라고 할 수 있다. 이러한 연구 과제를 수행하기 위해 본고는 먼저 1장과 2장에서 문학 교육 담론에서의 한국 문학사 교육 연구, 동아시아 문학사 비교 연구, 한·중 문학사 서술 체계와 관련 교육 문제를 제기한 선행 연구를 검토하였다. 문학사 교육의 장에서 중국과 한국의 고대 문학사 서술 체계의 용어 사용이나 시대 구분 인식의 차이와 유래를 밝히고자 제2장에서 양국에서 널리 알려진 문학사 교재의 서술 체계와 맥락을 비교 고찰하였다. 구체적인 연구 과정은 중국에서 인지도가 높은 한국문학사 교재인 위욱승(韋旭升의『한국문학사(韓國文學史)』, 한국에서의 문학사 교재인 조동일의 『한국문학통사』, 중국의 문학사 교재인 원행패(袁行霈)의 『중국문학사(中國文學史)』를 비교 제재로 삼아 한·중 문학사 전반적인 서술 체계, 대표적인 장르 용어와 분류 기준, 또한 그 맥락을 조사·분석하였다. 분석 결과를 보면 양쪽에서 과거 한문학 장르를 공유하며 유사한 사상을 지녔음에도 불구하고 근대화 이후 본국 문학의 발전 맥락을 고려한 정립 방법에 상당한 차이가 보였음을 확인할 수 있었다. 한국은 이론적 장르 구분의 인식이 강조하는 것에 비해 중국은 역사적 장르를 나열하여 그 변화 과정을 강조했다는 양상을 보였다. 또한 양국에서 각자의 문학 발전 맥락에 따라 시대를 구분하는 방식에도 차이가 있음을 알 수 있다. 이러한 한국과 중국의 문학사 교과서 서술에 드러나는 특징들은 한국과 중국의 고전 문학사 비교 연구나 향후 교육 방법에 많은 시사점을 주었다. 무엇보다 이러한 비교 고찰의 결과는 동아시아라는 포괄적인 시각에서 고전 문학사 교육을 전개하기 위한 기초 자료가 될 것이다. 본고는 양국 고전 문학사 서술 용어에 대한 비교 고찰을 통해 얻은 시사점을 바탕으로 향후 중국인을 대상으로 하는 고전 문학사 교육의 방향을 ‘도표로 한·중 문학사 서술 체계 용어 사용과 그 배경을 쉽게 제시하기’, ‘한·중 고전 문학에 대한 비교 교육적 접근’, ‘한·중 문학사 ... The essay proposes an instructional methodology for teaching the History of Chinese and Korean classical literature by focusing on comparing the usage of the terms “genre” and “periodization” in Korea and China’s literary history narratives. The concept of “literary history” was introduced to East Asia through Modernization. During the establishment of their respective literary histories, Korea and China adopted distinct systems and perspectives to delineate literary development processes. To address these research objectives, this thesis begins by examining previous studies that have raised pedagogical concerns related to literary history narrative systems, encompassing literary education discourse and comparative East Asian literary history analyses. Furthermore, a comparative study of the narrative systems and contexts of literary history textbooks in China and Korea was conducted. In particular, this study analyzes three representative textbooks (History of Korean Literature by Wei Xusheng, History of Korean Literature by Cho Dong-il, and History of Chinese Literature by Yuan Xingpei). These textbooks are widely used in Korean and Chinese literary history classes. The comparative analysis of these three textbooks reveals that the bifurcation of Korean literary history, which breaks away from the context of conventional classical scholarship using the genre of “Korean literature.” is quite different from the introduction of genres in Chinese literary history, which is developed according to the “traditional stylistic theory” of China. We can also see that the descriptors of these literary histories differed in the way they categorized the periods in accordance with the context of literary development in their respective countries. These differences and similarities in the descriptions of Korean and Chinese literary history textbooks suggest that more comprehensive pedagogical measures need to be implemented in the classrooms to prevent learners from experiencing barriers to understanding the traditional genres in the History of East Asian Classical literature. In Chapter 3, I proposed three teaching and learning directions, such as “using diagrams to facilitate the use of the History of Chinese and Korean classical literature narrative system and its background,” “comparative pedagogical approaches to History of Chinese and Korean classical literature,” and “in-depth learning based on specific periods or contact points of History of Chinese and Korean classical literature based on differences in the important terms that are used in two countries’ literary history narrative system.” Through these teaching and learning approaches, it is expected that in the future, students of the classical literature of China and Korea will be able to exploit their background knowledge and develop a comparative perspective in the context of the development of classical literary history narrative in the two countries.

수사학적 관점에서의 「건정동필담(乾淨衕筆談)」과 「항전척독(杭傳尺牘)」 텍스트 분석

왕샤오위 한중인문학회 2024 한중인문학연구 Vol.0 No.82

This paper attempts to analyze the “Gunjeong-dong Pildam(乾淨衕筆談)” and “Hangjeon Cheokdok(杭傳尺牘)” which are compiled into Hong Daeyong’s Books of Relaxed House(湛軒書) in the 18th century from a rhetorical point of view. Hong Daeyong (1731-1783) was a scholar of the late Joseon Dynasty. This study began with an investigation of the circumstances in which Hong Daeyong met three Qing Dynasty scholars at Beijing, Gunjeong-dong(乾淨衕) and communicated with them through Sinitic Brushtalk(筆談, Pildam). Hong Daeyong kept exchanging letters with these scholars after finishing his tour in Beijing and entering Joseon in 1766. Considering Hong Daeyong’s writing style as expressed in these two materials, this paper introduces a possible method and methodology for analysis in Chapter 2, which uses Roman Jacobson’s communication theory and traditional Eastern literary theory as rhetorical theories for analyzing texts. The linguistic features and methods of the original text were examined from a rhetorical perspective in Chapter 3. Based on the results, it is judged that it was the main reason for them to communicate smoothly through the code ‘Chinese characters’ and have the common sense of acknowledging Confucian scriptures and traditional Eastern literature in a situation where they did not use the same oral language. Finally, this paper re-examined the significance of approaching these two materials from a rhetorical point of view based on the analysis results of the language expressions of “Gunjeong-dong Pildam” and “Hangjeon Cheokdok”. From a rhetorical perspective, it is hoped that this study will shed light on Hong Daeyong's writing style in the 18th century.

상호문화능력의 신장을 위한 기녀시가 교육 탐구

왕샤오위 ( Wang Xiaoyu ) 서울대학교 국어교육과 2023 先淸語文 Vol.52 No.-

The purpose of this study is to suggest a method of classical poetry education to improve the intercultural competency of Chinese advanced learners. Considering the goal of Korean language education at Chinese universities in line with the globalization trend, it is necessary to emphasize the improvement of learners' intercultural understanding skills through Korean language education. According to the core concepts of intercultural education research, it is important to consider the ‘history problem.’ From the view of phenomenology, history is understood as the meaning of subjective historical consciousness, and this historical consciousness is dominated by deep-rooted cultural traditions of individual cultures. Furthermore, it can be said that one cultural community also has historicity because all internal elements such as ‘custom’, ‘horizontal’ and ‘normality’ that make up a cultural community all have a nature of history. Intercultural universality can be reached only by understanding the cultural tradition beyond the finiteness of history from the historical consciousness encompassing one individual and one cultural community. In the Middle Ages, both Korea and China were patriarchal societies, and in this background, Kisaeng had characteristics and significance as a minority group. Compared with the other minority group, they were on the boundary line between the lowest social class and the highest scholar-gentry class by creating outstanding literary works. If the educational goal is to improve intercultural competency in Korean classical poetry education following existing research to realize intercultural education through foreign language education, an educational approach to reach the historicity of other cultures will be possible. In particular, when considering concepts such as ‘intersubjectivity’ and ‘interculturality’, which are philosophical basis of intercultural education, and ‘diversity,’ ‘others,’ ‘identity,’ ‘distatic,’ ‘decentralization’ and ‘intercultural’ of Korean and Chinese textual education. Through the analysis in this study, we can see the value that can help understand ‘otherness’ of Kisaeng group, and the approach to Kisaeng group as one of the educational content for enhancing intercultural competency is beyond important meaning. Finally, this study attempts to give some clues for the follow-up studies to combine Korean language education with intercultural education.