일반논문5 : 언어 창의성 발현을 위한교육적 체계의 구성 방향

제민경 ( Min Kyeong Je ),구본관 ( Bon Kwan Koo ) 한국어교육학회(구 한국국어교육연구학회) 2013 국어교육 Vol.0 No.143

This study aims at determining the ways in which the educational system can manifest the learner`s language creativity, by examining previous scholarship on group systems as well as on specific case studies. Examining theoretical works on this topic, this study shows that the Knowledge-Evolving Systems(KES) suggested by Jungha Kang can provide for the basic outline of a creative education. Then, by examining interviews with the ‘creative groups’ involved in the ‘Chan-jik project,’ this study establishes the status of the language creativity within this overall model. As a result, this study shows that the system of creative education operates in the appearance of the ‘individual’ and ‘social’ systems being mediated through ‘reality,’ while various elements of ‘reality’ are combined through ‘task.’ This conclusion is analogous to the ways in which the systems of ‘learner’, ‘instructor,’ and ‘activities’ operate in the education field. Seen this way, the language creativity assumes its status as the domain-universal tool of the entire system, as well as a problem of the domain-special.

성차별적 표현에 대한 언어인식 교육 방향 탐색

제민경(Je, Min-kyeong),박진희(Jin-hui ?Park),박재현(Park, Jae-hyun) 국어국문학회 2016 국어국문학 Vol.- No.175

이 연구는 성차별적 표현에 대한 언중의 인식 차이를 조사한 연구이다. 선행 연구와 국어 교과서에서 총 60개의 성차별적 표현을 추출하여, 768명을 대상으로 조사한 차별성의 정도 차이를 성별(남성/여성), 연령대별(10대, 20대, 30-40대, 50대 이상), 의미 범주별(차별 대상, 차별 항목, 차별 의미), 언어 표현별(대상의 명명, 대상의 수식, 대상의 배열 순서)로 나누어 분석하였다. 기술 통계 분석 및 t-검정, 분산 분석을 실시한 결과, 성별, 연령대별, 의미 범주별로 통계적으로 유의한 차이를 확인할 수 있었다. 일반적으로 남성 집단보다는 여성 집단에서 차별성 인식이 높게 나타났는데, 연령대에 따라 이러한 현상이 역전되는 사례가 나타나기도 하였다. 이러한 결과는 국어교육에서 차별적 표현에 대한 비판적 언어인식의 제고를 도모하기 위한 교육 내용 마련에 밑바탕이 될 수 있다. The study examined the difference in recognition of discriminatory language based on sex. A total of 60 discriminatory expressions on the basis of sex were drawn from preceding studies and Korean textbooks and level of discrimination was examined to 768 persons. Descriptive statistical analysis, t-Test, one-way ANOVA and two-way ANOVA were carried out in sex (male/ female), age (10s, 20s, 30-40s and over 50s), meaning category (discriminatory expression (target of discrimination, types of discrimination and meaning of discrimination) and linguistic expression (naming of target, description of target and order of arrangement of target). As a result, there were significant differences by sex, age, and meaning category. In particular, women generally showed a higher level of awareness of discrimination than men while there were noticeable reverse cases which show differences according to age. Such result could be provided as contents of Korean language education with a target of improvement of critical language awareness against discriminatory expression.

문법교육에서 언어와 사회가 만나는 방식

제민경(Je, Min-kyeong) 국어교육학회 2023 국어교육연구 Vol.- No.81

장르 개념화를 위한 문법교육적 접근

제민경 ( Min Kyeong Je ) 국어교육학회 2014 國語敎育學硏究 Vol.49 No.3

이 연구는 국어교육 연구에서 이루어지고 있는 ‘장르’ 관련 담론을 메타적·비판적으로 점검함으로써 ‘언어’ 중심의 장르 교육의 방향을 제시하는 것을 목적으로 삼는다. 이를 위해 이 연구에서는 먼저 문학, 체계기능언어학, ESP, 수사학 전통의 ‘장르’ 개념과 그에 따른 교육 목표를 고찰하고, 이러한 전통이 국어교육 연구에 어떤 영향을 미쳤는지 살펴보았다. 특히 이 연구에서는 ‘언어’ 중심의 장르 담론을 ‘전형적 텍스트 유형 vs 역동적인 사회적 실천’, ‘장르 지식 vs 언어 목록’의 관점으로 재조명함으로써, 최근에 형성된 장르 교육 담론이 결국 ‘언어’를 드러내지 못했고 그 결과 관점과 교육 내용의 적절한 통합을 이루어 내지 못했음을 비판하였다. 국어교육에서 ‘장르’가 교육적 위상을 정립하기 위해서는 ‘장르성’을 드러내는 ‘언어(목록이 아닌 원리로서의 문법)’에 주목해야 하며, ‘장르-텍스트-문법’의 역동적 관계를 궁구할 때 국어교육적인 ‘가르칠 것’을 학습자에게 제공할 수 있다. This research critically examines the concept of ‘genre’ defined in the tradition of each study and the contents of education according to it through exploring the discourse related to ‘genre’ in Korean Education studies, and ultimately aims to suggest a direction for the genre education based on ‘language’. In order to achieve this goal, this research contemplates the concepts of ‘genre’ and the objectives of education based on them in the traditions of Literature, SFL, ESP and Rhetoric, and explores the influence of these traditions on the Korean Language Education studies. Through the research, I particularly aimed to focus on the genre discourse based on ‘language’ from different perspectives which are ‘typical text type vs. dynamic social practice’ and ‘genre knowledge vs. language list’. Based on this new approach, I criticized that the recent genre education based on ‘language’ ultimately failed to reveal ‘language’ and as a result, failed to accomplish the proper integration of perspectives and contents of education. One has to focus on the ‘language (grammar as principles rather than mere lists)’ which reveals ‘genre characteristic’ in order to establish the educational status of ‘genre’ in Korean Language Education, and can provide ‘something to teach’ in Korean Language Education when one has explored the dynamic relationship of ‘genre-text-grammar’.

문식성 발달, 언어 발달, 문법교육

제민경 ( Je Min Kyeong ) 한국초등국어교육학회 2021 한국초등국어교육 Vol.72 No.-

이 연구는 초등 교육에서의 문식성의 지향을 언어 발달의 관점에서 살펴보고, 문식성 발달을 위한 문법교육의 핵심 교육 내용을 제시하는 것을 목표로 삼는다. 이를 위해 문식성 발달 단계를 ‘전 문식성(발생적 문식성), 기초 문식성, 학문 문식성’으로 접근하고, 이를 ‘일상적 언어, 추상적 언어, 은유적 언어’라는 언어 발달과 연계하였다. 핵심교육 내용의 제시는 언어 발달의 두 변곡점을 중심으로 이루어졌다. 첫 번째 변곡점은 ‘문자 언어의 획득으로 인한 추상적 언어의 발달’ 지점이며, 두 번째 변곡점은 ‘은유적 언어의 발달로 인한 학문 문식성 발달로의 진입’ 지점이다. 첫 번째 변곡점에서는 기초 문식성 획득과 향상을 위한 음운 인식이 중요하며 이는 음운 규칙 지식과 밀접하게 관련된다. 두 번째 변곡점에서의 은유적 언어 발달은 문법적 은유 개념과 관련되며, 이는 메타언어적 관점에서 문장 구조 지식과 밀접하게 관련된다. 이러한 교육 내용은 초등교육에서의 학문 문식성 교육의 필요성에 대한 인식 전환을 토대로 하여, 다른 문법지식과 상호 연계되면서 ‘정교화’의 방식으로 제시되어야 한다. This study aims to present the core educational contents of elementary grammar education for the development of literacy. To this end, the stages of literacy development were approached as ‘preliteracy(emergent literacy), basic literacy, and disciplinary literacy’, and these were linked with the language development of ‘everyday language, abstract language, and metaphorical language’. The presentation of the core educational contents was centered on two inflection points of language development. At the first inflection point, phonological awareness for acquiring and improving basic literacy is important, and it is closely related to the knowledge of phonological rules. Metaphorical language development at the second inflection point is related to the concept of grammatical metaphors, which is closely related to sentence structure knowledge. These educational contents should be interconnected and ‘sophisticated’ based on a shift in awareness of the need for academic literacy education in elementary education.

일반 논문 : 내러티브적 앎을 위한 문법 설명 텍스트 구성 방향

제민경 ( Min Kyeong Je ) 한국어교육학회(구 한국국어교육연구학회) 2012 국어교육 Vol.0 No.139

The heart of grammar education lies in knowledge, and knowledge cannot lead to learners` activities without texts. Consequently, in grammar education, the link between grammar and texts is important, and, in particular, texts explaining grammar hold an important meaning in diverse scenes and on diverse levels of education. With four practical grammar books popular with general learners as the objects, this paper analyzes their narrative methods to explore the direction of the construction of texts explaining grammar. Narratives are, from the perspective of learners, the cognitive operations of the process of constructing meaning and, from the perspective of texts, the internal structures of the stories. The narratives of texts explaining grammar must have solid internal structures so as not to interfere with learners` cognitive operations and circularly refer to the structures of grammatical knowledge and learners` cognitive schemata. When texts explaining grammar construct such narratives, learners can construct narrative knowing, which turns the structures of knowledge into the cognitive structures of learners themselves. In this respect, an analysis of the narratives of texts explaining grammar is linked primarily to the problem of text structure but ultimately to the problem of curriculum related to the structures of knowledge. For learners` narrative knowing, the curriculum of grammar education must have shared goals and clear narratives directed at those goals. And texts explaining grammar must construct narrative meaning with the discovery of the inner given connections and the addition of the external connections.

공공 기관 민원 서식의 유형별 오류 분석

제민경 ( Min Kyeong Je ) 서울대학교 국어교육과 2010 先淸語文 Vol.37·38 No.-

This study purposed to analysis the errors by types in the forms of public institutions, which have a significant influence on people`s language life. For this purpose, we selected 967 kinds of forms used at field institutions and related to individuals` public affairs out of 5020 public document forms provided by the electronic government including 39 central administrative agencies and 16 local self-government. For analysis errors in these forms, we refer to leading research and about 120 examples, and settle the analytic frame of notation level, word level, sentence level, text level. By the analytic frame, we analysis 967 kinds of forms and found a total of 2095 errors. The error was showed in order of high frequency to notation level(1305), sentence level(423), word level(321), text level(46).

일반논문 : 텍스트 중심 문법교육의 방향 탐색 -신문 텍스트의 “전망이다” 구문을 중심으로-

제민경 ( Min Kyeong Je ) 한국어교육학회(구 한국국어교육연구학회) 2011 국어교육 Vol.0 No.134

Grammar education should provide both knowledge and activities as contents so that grammar education can be more meaningful to learners. Text-based grammar education facilitates the connection of knowledge and activities, and learners can experience grammatical forms and vocabularies which construct social genre by generating and interpreting texts. The ``jeonmang-ida`` construction in newspaper texts, which has thetic and categorical properties of ``ida`` and lexical meaning of ``jeonmang`` is in grammaticalization processes, and plays a role to add text writer`s voices to world`s facts and opinions. The writer in newspaper texts, can generate sentences as ``opinion-like fact`` and ``fact-like opinion`` and convey text`s meaning definitely by using ``ida``. Exploring ``jeonmang-ida`` construction`s functions in newspaper texts, shows how grammar knowledge meet activities in texts, and grammar knowledge get to be activities, and grammar activities get to be knowledge. Also we can search for directions which text-based grammar education constructs contents.

텍스트의 장르성과 시간 표현 교육 : 신문 텍스트에서 “-었었-“과 “-ㄴ 바 있-“의 선택을 중심으로

제민경 ( Min Kyeong Je ) 한국텍스트언어학회 2013 텍스트언어학 Vol.34 No.-

This article aims to analysis the specific genre of the text and show the relation of the speaker‘s intention and linguistic choices. In the newspaper text, “-eosseoss-“ construction and “-eun ba iss-“ construction used selectively depending on the speaker‘s intention, and showed the generic characteristic and the viewpoint of the speaker on specific events. This selection related to the time direction of full text and the speaker‘s role to convey information. The education of time expressions is not to express the time in the world, but is to pay attention to how the speaker‘s recognition represented in the text.

2009 개정 과학과 교육과정의 성취기준에 사용된 서술어 분석 -TIMSS 인지적 영역 평가틀을 중심으로-

송은정 ( Eun-jeong Song ),제민경 ( Min-kyeong Je ),차경미 ( Kyung-mi Cha ),유준희 ( June-hee Yoo ) 한국과학교육학회 2016 한국과학교육학회지 Vol.36 No.4

2009 개정 과학과 교육과정의 성취기준에서 사용되고 있는 서술어는 ‘안다(38%)’와 ‘이해한다(46%)’가 80% 이상을 차지하고 있다. 많은 독자들은 ‘안다’, ‘이해한다’와 같이 포괄적 의미의 서술어로 진술 된 문장의 의미를 해석하는 데 어려움을 가진다. 한편 수학·과학 성취도 추이변화 국제비교 연구(TIMSS)에서는 인지적 영역을 다양하고 구체적인 수준의 동사를 사용하여 서술하고 있다. 이에 본 연구에서는 2009 개정 과학과 교육과정의 성취기준을 TIMSS 인지적 영역 평가틀을 중심으로 분석하였다. 3인의 교사가 분석에 참여하였으며, 분석자별 해석 차이가 발생한 경우에는 연구자와의 면담을 통해 그 이유를 알아보았다. 교사 3인의 분석 결과 구체적 의미의 서술어를 사용할수록 공통된 해석을 얻었고, 포괄적 의미의 서술어를 사용한 경우 각기 다양한 인지적 영역으로 해석되었다. 특히 ‘안다’라는 서술어로 진술된 성취기준은 ‘기술하기(Describe)(27%)’, ‘회상하기/인식하 기(Recall/Recognize)(25%)’, ‘관련짓기(Relate)(17%)’ 등으로 해석되었고, ‘이해한다’라는 서술어로 진술된 성취기준은 ‘설명하기(Explain) (37%)’, ‘관련짓기(Relate)(27%)’, ‘기술하기(Describe) (21%)’등으로 해석되었다. 교사들이 성취기준을 해석하는 과정에서 의견이 불일치한 경우는 ‘안다’, ‘이해한다’와 같이 포괄적인 서술어가 사용된 동시에 해당 학년에서 가르칠 개념의 수준과 범위를 모호하게 진술한 경 우로 해석된다. 성취기준이 뜻하는 바를 명확하게 표현하기 위해서 성취기준 문장의 서술어 진술 방식에 대한 논의가 지속적으로 이루어질 필요가 있다. In the 2009 revised science curriculum, comprehensive verbs such as ‘know (38%)’ and ‘understand (46%)’ are used in more than 80% of the achievement standard. Many readers, such as teachers, textbook makers, etc. have difficulties in interpreting the meaning of achievement standard sentences with these comprehensive verbs. On the other hand, ‘Trends in International Mathematics and Science Study (TIMSS)’ uses more various and specific verbs to express the cognitive domain. In this study, we analyzed the 2009 revised science curriculum achievement standard focusing on the TIMSS cognitive domain assessment framework. We divided achievement standard to 228 sentences and three teachers analyzed the meaning of verbs in achievement standard. There were two main results of this study. First, the verb ‘Know’ was analyzed into different kinds of meanings, such as ‘Describe (27%)’, ‘Recall/Recognize (25%)’ and ‘Relate (17%)’, etc; and the verb ‘Understand’ was analyzed into ‘Explain (37%)’, ‘Relate (27%)’ and ‘Describe (21%)’, etc. Second, there appeared to have a disagreement among the three analysts during the process of interpreting the achievement standards when the level and scope of the contents of each grade is not clear. This study concludes that there’s a need for continuous discussion on the use of verbs in achievement standard to promote clearer expressions for better understanding.