듣기ㆍ말하기 맥락의 이론적 체계화 방안

박창균 한국화법학회 2008 화법연구 Vol.0 No.13

The purpose of this study is to systematize of listeningㆍspeaking context. So I investigated the meaning of context through reconceptualized and categorized it, and discussed its workings. The accepted context in the revised national curriculum is defined as ‘the sociocultural backgrounds which we should consider in listeningㆍspeaking, including situational context and sociocultural context.’ As an alternative, I focused on the characteristics of the context in listeningㆍspeaking that it is constructed psychologically by speakers and listeners in the process of listening and speaking. Thus, I reconceptualized listeningㆍspeaking context as the ‘physical(verbal/non-verbal) environment and psychological construct between speakers and listeners working in the process for speakers and listeners to express their meaning.’ And I divided language users into an independent category, not as a constituent of situational context. Then, I categorized context into linguistic context, participant's context, situational context, and sociocultural context as constituent of context. Further, I divided any other aspects into potential context, representational context, and actual context as communicator's awareness. To teach listeningㆍspeaking context, I suggest how to establish the context in the areas of contents and method. 이 연구의 목적은 듣기ㆍ말하기 맥락을 이론적으로 체계화하는 것이다. 이에 이 연구는 듣기ㆍ말하기 맥락을 재개념화하고 범주화한 후에 그 작용 구조를 밝힘으로써 맥락의 의미를 고찰하였다. 개정 교육과정의 맥락에 관한 해설에 따르면, 듣기ㆍ말하기 맥락은 ‘듣기와 말하기에서 고려해야 할 사회ㆍ문화적 배경으로 상황 맥락과 사회ㆍ문화적 맥락을 포함한다.’라고 정의할 수 있다. 이 정의는 맥락에 관한 일반적인 연구 담론에 비추어 볼 때, 맥락을 객체적인 대상으로 보고 제한적으로 수용한 것이다. 따라서 듣기ㆍ말하기 맥락은 듣기와 말하기 과정에서 화자와 청자가 심리적으로 구성한다는 점을 강조하여 다음과 같이 재개념화하였다. 듣기ㆍ말하기 맥락은 ‘화자와 청자가 담화를 표현하고 이해하는 과정에 작용하는 물리적(언어적/비언어적) 환경 및 화자와 청자의 심리적 구성체’이다. 그리고 맥락의 범주는 언어 사용자를 상황 맥락의 한 구성 요소로 간주하기보다 독립적인 범주로 구분하여 언어 맥락, 참여자 맥락, 상황 맥락, 사회ㆍ문화적 맥락으로 범주화하였다. 아울러 맥락을 의사소통 참여자의 인식 과정과 실현 단계에 따라 잠재 맥락, 표상 맥락, 실현 맥락으로 범주화하였다. 이러한 듣기ㆍ말하기 맥락을 듣기ㆍ말하기 교육 내용으로 수용할 때는 맥락의 구성 요소를 고려하여 맥락을 범주화하여 하위 요소를 추출할 수 있다. 그리고 듣기ㆍ말하기 교육 방법 측면에서는 맥락의 인식 과정을 고려하여 맥락을 탐구하고 적용하여 이를 점검하고 조정하는 교수ㆍ학습 활동을 계획해야 한다.

논문 : 문법 교육에서 맥락의 수용 문제

오현아 ( Hyeon Ah Oh ) 한말연구학회 2011 한말연구 Vol.29 No.-

As the curricula of individual subjects were revised this year in accordance with the 2009 revised Curriculum, they were notified on August 9. Moreover, in the curriculum of Korean in accordance with the 2009 revised Curriculum, the ``context (knowledge, function, context)`` vanished, which had newly appeared as a systematic category of the contents of the curriculum of Korean in the 2007 revised Curriculum, and changed into the systematic category of the contents of ``knowledge, function, and attitude.`` Then, does the systematic category of the contents of ``context``, which were emphasized in the 2007 revised Curriculum, sufficiently make its meaning realized in the education of Korean and of grammar? And, can we say that the ``situational context`` and the ``socio-cultural context``, which were given focus in the 2007 revise Curriculum, have been sufficiently crystallized in each area to attain their goals? The discussion in this study starts here. In order to discuss the problem of the accommodation of contexts in the education of grammar, this paper tries to come up with a direction of the realization of context-related educational contents in the grammar field by 1) first examining the concept and types of context, 2) investigating how context has been accommodated in the dimension of curriculum, and 3) analyzing the content factors of context-related education in each area of Korean.

문법 교육에서 맥락의 위상에 대한 고찰

양세희 한말연구학회 2023 한말연구 Vol.64 No.24

The purpose of this study is to confirm the status of context in grammar education by examining the acceptance of context in grammar education. First, the concept and characteristics of the context were identified. In addition, discussions on context in grammar education were considered by dividing it into text-based, cognitive psychology, systemic functional linguistics, and socio-cultural practical perspectives. It also analyzed changes in how the context was presented in the grammar area of the Korean language curriculum. In the 2022 curriculum, Korean language materials are defined as reflecting the context, grammar reflects the context of the situation and socio-cultural context, and can be constructed using grammar according to the intention of expression. In addition, grammar can be used to reflect on Korean language life including various contexts. Based on these, this study suggested the direction of setting the context in grammar education. First, context exists in a multi-layered range, but context starts with linguistic elements. Second, the context should be able to grasp grammar in the continuity of accuracy, appropriateness, and critical use. Third, the context should be set as a category of grammar education content system, not knowledge to be understood. Fourth, it is important to grasp the context as a given thing, but it needs to be highlighted as an active construction by language users. .

문법 교육에서 맥락의 수용 문제

오현아 한말연구학회 2011 한말연구 Vol.- No.29

As the curricula of individual subjects were revised this year in accordance with the 2009 revised Curriculum, they were notified on August 9. Moreover, in the curriculum of Korean in accordance with the 2009 revised Curriculum, the ‘context (knowledge, function, context)’ vanished, which had newly appeared as a systematic category of the contents of the curriculum of Korean in the 2007 revised Curriculum, and changed into the systematic category of the contents of ‘knowledge, function, and attitude.’Then, does the systematic category of the contents of ‘context’, which were emphasized in the 2007 revised Curriculum, sufficiently make its meaning realized in the education of Korean and of grammar? And, can we say that the ‘situational context’ and the ‘socio-cultural context’, which were given focus in the 2007 revise Curriculum, have been sufficiently crystallized in each area to attain their goals? The discussion in this study starts here. In order to discuss the problem of the accommodation of contexts in the education of grammar, this paper tries to come up with a direction of the realization of context-related educational contents in the grammar field by 1) first examining the concept and types of context, 2) investigating how context has been accommodated in the dimension of curriculum, and 3) analyzing the content factors of context-related education in each area of Korean.

‘의미’라고 불리는 것들 사이의 상관관계 검토

박철우 한말연구학회 2023 한말연구 Vol.64 No.12

The purpose of this study was to define more clearly the correlation between the terms called as ‘meaning’, which are used in Korean linguistics. As for the meaning of a linguistic sign it is common sense that it refers to the signified for a signifier in Saussurean concept. These signifiers may be defined as concepts or as references. Defining the meaning of a linguistic sign as a concept is a problem in that it is difficult to define the meaning of a linguistic sign accurately and necessarily, and defining it as a reference has a problem in that it is difficult to understand in detail because it does not explain it concretely. We might have to pursue an appropriate conceptual paraphrase for a dictionary definition while understanding that reference is the essence of the signified. Regarding the meanings that linguistic signs and combinations of linguistic signs generate together, it is useful to accept the principle of compositionality. In doing this, it is necessary to fully understand that the truth condition is the meaning of the proposition. Also, the meaning of linguistic symbols cannot be interpreted accurately apart from the context. The used sentence, that is, the utterance, needs to be interpreted in consideration of the linguistic context and situational context, and this interpretation leads to the explicature(explicit meaning). And this can be a starting point to infer an implicature(implicit meaning). Based on the understanding of above mentioned meaning, this study attempted to reveal the semantic status of such terms for the semantic types classified into 7 types by Leech and 3 types by Cruse. Meaning is the content that is imperceptible but is actually conveyed by linguistic symbols. Therefore, understanding of meaning accurately is absolutely necessary for the study of linguistic signs.

기획 주제 : 텍스트, 상호텍스트, 콘텍스트 ; 읽기의 맥락과 맥락 읽기

김혜정 ( Hye Jeong Kim ) 한국독서학회 2009 독서연구 Vol.0 No.21

맥락 중심 교육과정을 지향하고 있는 현재, 맥락은 읽기 교육에서 의미 구성을 가능하게 하는 핵심 기제로서 읽기 교육을 연구하는 모든 사람에게 흥미있는 주제이다. 이를 위해 맥락의 역사적 전개를 개괄적으로 살펴보고, 복잡하고 수많은 맥락의 개념들을 몇 가지 기준에 따라 분류해 보았다. 비록 개괄적 수준이지만 고찰한 결과를 바탕으로 교육과정에 기술된 맥락의 성격이며, 어떤 지점에 있는지를 생각해 보았다. 맥락의 정의는 언어적인 것에서 점차 심리적인 것으로, 그리고 심리-사회적인 것으로 변화해 왔다. 이 과정에서 맥락을 하나의 언어적 단서로부터 기술할 수 있는 요소로서 간주하다가 점차 언어 사용자의 심리적 표상으로, 텍스트와는 별개로 항존하는 비언어적인 지식과 상황으로까지 기술되었다. 이는 인식론적 패러다임의 변화와 무관하지 않다. 또한 국어과 교육과정에서 맥락이 지식의 속성과 혼재되어 사용되고 있으며, 영역마다 다른 배경과 용어로 기술되어 있음을 살펴보았다. 맥락의 방법론 또한 상세하지 못했다. 교육과정상에서의 맥락의 개념은 영역 내에서가 아니라, 영역 간에 재조정을 통해 개념과 용어가 통일될 필요가 있다. 요컨대, 읽기란 맥락 자체를 읽는 것이라고도 한다. 본질적으로 탈맥락적인 발화나 텍스트는 존재하지 않는다는 점에서 맥락적 읽기는 하나의 선택적 전략이라기보다는 본질적으로 행위의 전제이다. 따라서 맥락은 세계를 인식하는 매우 중요한 통로이며, 학습자에게 자각되어야 할 매우 중요한 교육 내용이기 때문에 전략화 되어 가르쳐져야만 할 것이다. 이것이 교육과정의 한 범주로서 ‘맥락’이 설정된 의의인 것 같다. 읽기의 상황과 사회문화적 배경을 의미 구성에 적극적으로 반영하고, 자신의 사회문화적 지식과 사회문화에 대한 가치를 확대, 정립해나가는 것이 읽기의 목적이기 때문이다. Context is very important pedagogical thema of context-oriented curriculum in current education. which is able to do meaning-constructing. Therefore historical development of context in definition is researched, and its concepts are divided as several standards into some types of features of contexts. And contexts`s definitions are examined which have been described in Korean-language education curriculum. As a result, definitions of contexts have been changed from linguistic-based to cognitve representation-based, further to social psychologistic-based. These diversities are closely connected with changes, from which strive to define as linguistic and grammatical cues, to which strive to describe as beliefs, common sense, collective sense and situation, and so on of language-users or language community. The latter is de-contextualized and historical constantly. This is also related with changes of paradigms from behaviorist to constructivst further to socio-culturalist. Contexts in Korean language education curriculum are mixed with concepts of ‘knowledge categories’, and are described differently as different terminologies and theoric backgrounds in each domains. and so aren`t detailed in teaching-methods. So its concepts and methodological descriptions have to be coherent in pedagogical perspectives, because understanding of context in reading make us as readers build and enlarge socio-cultural knowledges, identities and values of ourselves.

The Linguistic Context of Relics

Hyeree Kim 현대문법학회 2003 현대문법연구 Vol.34 No.-

The purpose of this paper is to describe and classify various relics found in English and to account for linguistic motivations behind the existence of relics by looking at their linguistic contexts. Although there are previous studies of relics, most of them focused on either a single particular form or a mere taxonomy of some relics, even the latter being rare. No systematic studies have been done about the linguistic context retaining relics. The examination of phoneme, morpheme, meaning, word, construction, and word order relics shows that compounds, affixation, and idiomatic phrases tend to retain relics. It is argued that the formulaic property of those linguistic expressions motivates the occurrence of a relic, whereby the syntactic and semantic structures of the expressions become so opaque as to be unfeasible for a linguistic change.

건축 디자인 사례를 통해본 형상 맥락적 디자인에 관한 연구

유로문,조택연 한국기초조형학회 2017 기초조형학연구 Vol.18 No.5

A language is an important tool in communicating with others. In particular, linguistic context plays a significant role when a designer engaged in unspecified design stages delivers accurate design expressions to others. The same goes with architectural design process, and if an architect is to properly express his or her intention, thorough research needs to be conducted on shape grammar and linguistic context, the language of architectural form. Accordingly, it is necessary to systemize thinking of architectural design shapes. In this regard, the study was focused on examining previous research on shape grammar and linguistic context and selected eight architectural structures based on it to analyze the grammar and the linguistic context with regard to design shapes before application on the back of a detailed framework. The conclusion of the study can be summarized as follows. First, methods of structural conversion consisted of a linear symmetric structure and a non-linear symmetric structure based on research on shape grammar. The generated conversion group can be designated as words and used as shape language. Second, the study found out that words constituting the phenomenon language of architecture include revolution, translation, reflection, mirror, rhythm based on a method of classification indicated in preceding research. Third, the study found out that all the shape words have context. The context of volume is massive architecture, and that of rhythm is based on phenomenon language. Case studies confirmed that architectural shape design carries significance as shape words define each context. In this regard, the study is meaningful in that it can suggest a linguistic way of thinking of architectural shape design. 언어는 타인과의 의사소통에 있어서 중요한 도구이다. 특히 어떤 구체화 되지 않은 디자인 단계의 작업을 하는 디자이너가 타인에게 정확한 디자인 표현을 전달하기 위해서는 언어 맥락의 역할이 중요하다. 즉, 건축 디자인 과정에서도 마찬가지로 건축가의 의도를 정확히 나타내려면 건축 언어인 형상 문법과 언어 맥락에 대해 자세히 연구할 필요가 있다. 보통 디자이너들은 아름다운 건축 형상을 쉽게 인식할 수 있으나 아름다운 건축 형상을 어떻게 디자인하는 지에 대해서는 많은 연습과 시행착오를 겪는다. 따라서 건축 디자인에서 형상에 관한 사고를 체계화할 필요가 있다. 이에 따라 본 연구는 형상 문법과 언어 맥락에 대한 선행연구를 살펴보고, 이를 바탕으로 글로벌한 건축 사이트에서 현재 건축되어진 건축물 8개를 선정하여 건축 형상을 형상 문법과 언어 맥락으로 분석하여 이를 어떻게 적용하였는지에 대한 구체적인 틀을 만들어 분석하였다. 연구를 통해 도출된 결론은 요약하면, 첫째, 형상 문법의 연구를 바탕으로 형태의 변환 방식은 선형 대칭 구조와 비선형 대칭 구조로 분류할 수 있었다. 도출된 변환군을 형상하는 조형 언어를 살펴보았다. 둘째, 선행연구의 분류방식을 총괄하여 건축의 형상 언어를 구성하는 단어는 회전, 사영, 병진, 경영, 리듬으로 나뉘어져 있다는 결론을 도출하였다. 셋째, 형상 단어들이 각각의 맥락을 가지고 있으며 사례분석을 통하여 건축 형상 디자인은 형상 단어들이 각각의 맥락을 규정하여 의미를 부여할 수 있음을 확인하였다. 건축에서 나온 맥락을 분석해서 건축은 조형성을 가지고 있다는 것을 발견한다. 따라서 본 연구는 건축 형상디자인의 언어적 사고방식을 제시해줄 있다는 점에서 의의가 있다고 하겠다.

독일어 구어의 생략 현상

이재호,김형민 차세대컨버전스정보서비스학회 2017 차세대컨버전스정보서비스기술논문지 Vol.6 No.1

Ellipsis is a universal property of natural languages. But its means of realization differ significantly from language to language. When it comes to elliptical phenomena, there are substantial differences between written and spoken language. Especially ellipsis in the spoken language refers to an intentional omission of certain linguistic component in the dynamic space where discourse participants, discourse situation and discourse text interact with each other. On this occasion discourse participants can easily infer the unrealized linguistic component in terms of internal and/or external linguistic context. The drivers of linguistic elliptical phenomena are chiefly attributed to linguistic economy and informational efficiency. In the chapter 2 of this paper we are concerned with the definition of ellipsis. In the chapter 3 we address types of elliptical phenomena. The chapter 4 describes the chief drivers of linguistic ellipsis. In the chapter 5, it is discussed which differences there are between the written and the spoken language. 생략 현상은 자연언어의 보편적인 속성에 속한다. 그러나 생략의 실현 수단은 언어에 따라 현저한 차이를 보인다. 게다가 생략 현상은 동일 언어의 문어체와 구어체에서도 상당한 차이가 나타낸다. 특히 구어의 생략 현상은 담화참여자, 담화상황, 담화텍스트의 세 가지 요인이 상호작용하는 역동적 공간에서 발화를 구성하는 특정 언어성분이 의도적으로 실현되지 않는 언어 현상이다. 이때 실현되지 않은 언어성분은 담화참여자가 언어내적 그리고/또는 언어외적 맥락을 통해 추론가능하다. 생략 현상의 주요 동인은 언어경제성과 정보효율성에 있다. 본 연구의 제2장은 생략 현상의 개념 정의를 다룬다. 제3장은 생략 현상을 유형에 따라 설명하며, 제4장은 생략 현상이 일어나는 주요 동기가 기술된다. 제5장은 문어성이 강한 자소적 언어실현체의 생략 현상과 구어성이 강한 음성적 언어실현체의 생략 현상이 어떤 차이점을 보이는 지를 설명한다.

The Role of Cultural Values and Perception as Reflected in Korean Request Strategies

Jin-Ok Hong 언어과학회 2015 언어과학연구 Vol.0 No.73

Brown and Levinson (1987) associate strategic honorific use with FTAs in relationship to(im)politenesslinguistic strategies. However, they do not address whether cultural values embedded within honorific devices function as another pragmatic negotiator in the perception of linguistic (im) politeness. Since cultural values are intrinsically built within both language and culture, they function as powerful social rules in social interaction. In Korean society, the `Confucian frame` can be acquired and developed throughout one`s lifetime through social practice, and is, therefore, shared cultural knowledge to be used as pragmatic tools in human interaction. This culturally-learned frame thus becomes a system of behavioral rules, and affects the way a participant interacts and negotiates social meaning in situated contexts. Norms, individual frames, and the context of the interaction are anchored in feedback that is regulated by cultural script. Because the uses of honorific forms and cultural values are closely linked to semantic connotations, understanding the values embedded within Korean honorific forms requires an understanding of the underlying Confucian framework (the cultural script). In order to better understand the multi-functionality of politeness, researchers should analyze those meta-pragmatic functions existing far beyond linguistic dimensions. The values that are embedded within Korean honorific usage are invisible, mental and meta-pragmatic. Perceptions reflected in meta-linguistic behavior thus require a cultural frame to precisely interpret linguistic (im) politeness, especially within interactional discourse contexts. Nonetheless, many previous studies have neglected to analyze meta-pragmatic aspects of cultural values embedded within functional linguistic strategies in discourse contexts. The current study extends pre-existent politeness research in two important ways. First, it notes that cultural values embedded within honorifics play key roles in achieving the speaker`s pragmatic goals. Second, it observes that directness embedded within cultural values prevents it from being perceived as face threatening, since cultural values interacting with meta-pragmatic dimensions result in mitigating FTAs within interactional discourse contexts. A speaker`s perception of politeness is thereby effectively controlled by utilizing cultural values.