문학작품을 활용한 한국언어문화교육 연구 -맥락 활성화에 기반한 수업사례를 중심으로-

김수진 국제한국어교육학회 2009 한국어 교육 Vol.20 No.3

Sujin Kim. 2009. A study of Korean Language and Culture education based on the activation of ‘communication contexts’. Journal of Korean Language Education 20-3. 31-58. The goal of this research is to present case studies that associate communication contexts directly to the student(or pupil). These associations then can then provide direct references when designing Korean Language and Culture lesson plans and leading classes. When considering the improvement of communication competency in the Korean language, context is the most important pedagogical concept. The process of producing and understanding contexts are paramount to the communication process. Accordingly, this paper, preferentially, will define concepts of context; the language-context and the culture-context. It will also clarify literary works which demonstrate strong context-models, specifically involving these previously defined language and cultural-contexts. Based on it, the principle of literary works utilizing will be advanced for activating communication contexts by learners. Additionally, two case studies demonstrate the practical process of the principle of literary works utilizing and the activating communication contexts by learners. This study does not try to generalize or schematize individual lessons nor does it attempt to make any pedagogical models. This study will, primarily, provides a detailed investigation and analysis of classroom practices.

청자를 고려한 맥락 구성의 문법 교육적 탐색

이동혁 한국초등국어교육학회 2020 한국초등국어교육 Vol.69 No.-

The purpose of this article is to explore the contextual construction considering the listener based on grammar education. From the perspective of psychological mechanisms, we have focused on how the speaker constructs the context in consideration of the listener in the field of language use of communication. In the process of communication, the speaker constructs a shared context that he believes he will know with the other person in order to pay attention to a specific object with the listener, and reflects this and uses verbal signals. At this time, the degree of conviction of the speaker’s common context could affect the concrete degree of linguistic expression. The speaker’s formation of context does not always ensure satisfactory communication with the listener. Communication may not be possible because the context expected by the speaker is not established as a common context, but communication becomes more difficult if the listener does not know the target and it is close to impossible to construct the context. In this case, the construction of metaphorical context can lead to communication between speaker and listener. Metaphor is a form of conceptualizing one object (A) by contextualizing it from the perspective of another object (B). If the speaker knows that the listener is vague and unfamiliar with the object (A) because he cannot construct the context, the speaker finds the object (B) mediated by similarity to the object (A) and constructs a context related to the object (A). By doing so, it is possible to achieve the effect of clarifying the meaning of the object (A) to the listener in the end. 이 글에서는 심리 기제적 관점에 서서 의사소통이란 언어 사용 현장에서 화자가 청자를 고려하여 맥락을 어떻게 구성하는지를 집중적으로 살펴보았다. 화자는 의사소통 과정에서 특정한 대상을 청자와 함께 주목하기 위해서 상대와 함께 알고 있을 것이라고 믿는 공동 맥락을 구성하고, 이를 반영하여 언어 신호를 사용한다. 이때 화자의 공동맥락에 대한 확신 정도에 따라 언어화의 구체 정도가 영향을 받는다. 화자가 대상과 관련한 맥락을 구성한다고 해서 항상 청자와 만족할 만한 의사소통을 할 수 있지는 않다. 화자가 기대한 맥락이 공동 맥락으로 성립하지 않아 소통이 원활하지 않을 수도 있지만, 청자가 대상을 몰라서 대상과 관련한 맥락을 구성하는 것이 불가능에 가깝다면 의사소통이 더욱 어려워진다. 이때 은유적 맥락 구성이 화자와 청자 사이의 원활한 의사소통을 견인할 수 있다. 은유는 하나의 대상(A)을 다른 대상(B)의 관점에서 맥락화하여 개념화하는 양식이다. 만일 청자가 대상(A)와 관련한 맥락을 구성할 수 없어서 막연하고 친숙하지 않은 것을 화자가 알고 있다면, 화자는 대상(A)와 유사성으로 매개되는 대상(B)를 찾아 이 대상과 관련한 맥락을 구성함으로써 종국에는 청자에게 대상(A)의 의미를 명확하게 하는 효과를 거둘 수 있다.

대학생의 의사소통 능력, 협력적 자기조절 능력, 학업성취도의 관계

이한샘(Lee, HanSaem),서은희(Seo, EunHee) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.15

본 연구는 대학생의 핵심적인 역량으로 꼽히는 의사소통능력과 협력적 자기조절능 력, 그리고 학업성취 간의 관계를 분석하였다. 이를 위하여 경기도 소재 종합대학에 재학 중인 616명의 학생을 대상으로 2018년 3월 한 달간 자기보고식 검사를 진행하였 다. 상관관계, 다중회귀분석, 군집분석을 실시한 결과, 의사소통능력이 협력적 자기조 절능력에 영향을 미치는 것으로 분석되었다. 한편, 의사소통능력과 협력적 자기조절 능력은 학업성취도에 유의한 영향을 미치지 않는 것으로 나타났다. 이는 대학의 학업 성취도 평가가 의사소통능력 및 협력적 자기조절능력을 반영하지 못하며, 아직 대학 교육에서 개인적 학습역량 향상에 집중하기 때문인 것으로 해석된다. 마지막으로 의사소통능력, 협력적 자기조절능력, 학업성취도에 따른 군집 유형 분석 결과 4가지 유형의 군집(세 요인 모두 높은 집단, 세 요인 모두 낮은 집단, 의사소통능력과 협력적 자기조절능력은 낮으나 학업성취도가 높은 집단, 의사소통능력과 협력적 자기조절능 력은 높으나 학업성취도는 낮은 집단)이 나타났다. 본 연구결과는 학업성취도와 의사 소통, 협력적 자기조절 능력이 일치하지 않는 집단에 대한 대학 차원의 교육적 지원 계획이 필요하다는 교육적 함의와 대학이 학생들의 의사소통능력과 협력적 자기조절 능력의 중요성을 인지하고 이에 대한 적절한 평가 방안을 고안할 필요가 있다는 시사점을 가진다. 논의에서는 이와 같은 소통과 협업능력을 반영한 대학 교육의 방향성 설정과 실질적 교육방안에 대한 탐구의 중요성을 제언하였다. The purpose of this study is to explore the relationships among communication competence, self-regulation in collaborative context, and academic achievement for college students. 616 college students survey results were collected in March 2018. Correlation, multiple regression analyse, and cluster analysis were conducted to examine the relationships among communication competence, self-regulation in collaborative context, and academic achievement. The result of this study showed that communication competence positively predicted self-regulation in collaborative context. However, the effect of communication competence and self-regulation in collaborative context on academic achievement was not significant. College students were classified into four clusters: the first group of students with high communication competence, high self-regulation in collaborative context, and high academic achievement; the second group of students with low communication competence, low self-regulation in collaborative context, and low academic achievement; the third group of students with high communication competence, high self-regulation in collaborative context, and low academic achievement; and the forth group of students with low communication competence, low self-regulation in collaborative context, and high academic achievement. The findings imply that student’s communication competence and self-regulation in collaborative context are not reflected in the evaluation of the academic performance in university. Implications of this study were discussed.

개인발표 : 문학 소통 “맥락”의 교육적 탐색

진선희 ( Sun Hee Jin ) 한국문학교육학회 2008 문학교육학 Vol.26 No.-

This study examined a concept and characteristics in `context` and the characteristics in the context of literary communication, and tried to seek for the significance of `context` category in the literature sphere of the Korean language for the revised curriculum(2007). First of all, in the aspect of horizon(or dimension) in context, it considered the multi-layered structure in the context of literary communication, the continuation in communication value, the structural homology in internal and external context in text, the openness in meaning construction, and the multilateral extensibility in communication context, centering on the difference between the expository text and the communication context. Overall, the instructional contents in `context` category of the literature sphere gradually indicate tendency of expanding into the context of production and acceptance from the context of acceptance in the higher school year in the aspect of the category of recognizing the relationship with the internal context in text. Based on this discussion, it roughly examined the implicit intention or key points in the educational contents from the 1st grade and the 10 grade for the literature sphere of the Korean language for the revised(2007) curriculum. These characteristics in context of literary communication are those that will need to be substantially reflected in the process of objective, content, method, and evaluation in teaching-learning of literature.

상호작용 맥락이 영아의 의도적 의사소통행동에 미치는 영향: 책읽기와 놀이를 중심으로

이다예(Da Ye Lee),이윤경(YoonKyoung Lee) 한국언어청각임상학회 2018 Communication Sciences and Disorders Vol.23 No.3

배경 및 목적: 본 연구는 책읽기와 놀이 상황에 따라 영아들의 의도적 의사소통행동이 어떻게 달라지는지를 살펴보고자 하였다. 방법: 연구에는 12-18개월, 19-24개월, 25-30개월의 세 연령집단의 영아가 각각 10명씩, 총 30명이 참가하였다. 각 영아를 대상으로 책 보기와 놀이 조건에서 상호작용 행동을 10분씩 분석하였다. Lee와 Lee (2016)의 기준과 정의를 따라 의도적 의사소통행동 빈도와 기능별 빈도를 측정하였다. 결과: 의도적 의사소통행동 빈도는 연령에 따라 유의하게 증가하였으나 상호작용 조건에 따라서는 유의한 차이가 없었 다. 의사소통기능 빈도는 연령 및 조건과 유의한 상호작용효과를 보였다. 즉, 책읽기에서는 동시주의 기능이, 놀이에서는 행동통제 기능이 많이 나타났는데, 이러한 경향이 연령이 증가함에 따라 더욱 두드러졌다. 논의 및 결론: 본 연구는 영아의 의사소통행동이 상호작용 맥락에 의해 영향받을 수 있다는 사실을 확인하였으며, 이러한 결과는 영아의 의사소통행동 평가 및 중재 시 상호작용 맥락을 고려해야 한다는 시사점을 제공한다. Objectives: The purpose of this study was to investigate the influence of the interactional context on the intentional communication acts of toddlers. Methods: A total of 30 toddlers aged 12-30 months participated in the study. The participants were classified into three age groups: 12-18 months, 19-24 months, and 25-30 months. The behavior samples of the participants were collected in both free play and book reading contexts; and the total frequency of intentional communicative acts was measured, as well as the frequency of communicative acts according to the communicative functions. Results: The total frequency of intentional communicative acts increased significantly according to age, but there was no significant interaction effect with the interactional context. The frequency of communicative acts according to the communicative function showed significant interaction effects between age and interactional context. The frequency of behavior regulation was significantly higher during free play than book reading. On the other hand, joint attention was significantly greater during book reading than in the context of free play. The interaction effects between the communicative functions and the interactional context increased depending on age. Conclusion: The results of this study help us to understand that the intentional communication acts of toddlers have been affected by interactional contexts. Interactional contexts have to be considered for assessing the communicative acts of the toddlers.

문화간 의사소통 관점에서 본 한국어 교사의 역할

고경숙 한국언어문화교육학회 2008 언어와 문화 Vol.4 No.3

The purpose of this study is to suggest the roles of Korean language teachers based on intercultural communication perspectives and context-cultural factors because second language classes involve intercultural communication between a teacher and students or between students from diverse cultural backgrounds. For this purpose, this study examines concepts of intercultural communication based on high/low-context culture approaches. Korean culture has been classified as a high-context culture in that communication participants depend much heavily on contexts, environments or nonverbal communication as well as explicit verbal communication. Considering the high-context cultural characteristics of Korean language, this paper analyzes the structure of intercultural communication in Korean language classrooms. It suggests that the teachers should be able to develop intercultural sensitivity and flexibility and acquire abilities to move from the high-context culture to the low-context culture towards individual students. The teachers’ efforts can create better communication flow in language classrooms and eventually contribute to more effective teaching and learning by reducing opportunities that messages might be misinterpreted. Finally, this paper compares classroom cultures between Asian and western countries, and provides four teaching techniques for Korean language teachers who have intercultural awareness as second language teachers. (Hankuk University of Foreign Studies)

맥락 구성을 중심으로 한 소설 읽기 과정 연구

박유현 ( Yuhyun Park ) 서울대학교 국어교육과 2019 先淸語文 Vol.46 No.-

This study aims to develop novel reading education which helps students construct the meaning of text autonomously, using their own resources of interpretation as context. Constructive novel reading is organized by three steps, which are ‘Recognizing the message of text by perceiving the language symbol’, ‘Forming Kommunikat’, and ‘Constructing meaning by communication’. In this reading process, the stage of forming Kommunikat becomes the key step as this stage gives meaning to the language symbol of text, which cannot involve meaning by itself. It is well known that readers’ construction of meaning cannot be explained without mentioning context. However, the word ‘Context’ has not been used precisely in literary education due to its widespread history on the meaning of concept. Therefore, this study has defined the concept of ‘Context’ in novel reading as ‘Reader’s knowledge and experiences on situational, socio-cultural factors surrounding literary communication, which was reorganized to answer reader’s questions related to novel text interpretation’. Furthermore, this study has reconstituted ‘Constructing Context on novel reading’ as followed steps : recognizing the message of text by focusing on text markers, forming Kommunikat by contextualization, and constructing meaning by reorganizing context. Based on this theoretical background, this study collected readers’ protocol writing on novel text reading and analyzed the process of reading. Firstly, when readers recognized message of the text, they focused on the problem-posing of the text and awoke context. Secondly, readers contextualized by judging which one of their background knowledge about literary communication is useful to interpret this text. It was related to knowledge about the writer himself’s individual life, socio-cultural background of the text, and inter-text reading experiences. Lastly, some readers reflected their process of meaning constructing and reconstructed the meaning. They modified the earlier interpretation or added some new aspect of intepretation. During this process of meaning constructing, readers revealed some weaknesses. Some readers failed to catch the main message of the text, and this misunderstanding of the message led them to raise construct which is not related to the text. Also some readers failed to organize their knowledge and experiences, and some had organized context but failed to connect it to the content of the text. Lastly, some readers were buried to the problem-posing of their own and failed to connect it to the meaning of the text. These weaknesses of readers revealed that it is important to let readers know that reading a novel is to participate the literary communication and their role is to construct meaning autonomously. In sum, this study proposes a method of teaching students to read novels based on the contextualization of literary communication by paying attention to the use of contextualization in constructing the meaning of the text. This study has identified the process of students’ constructing the meaning of text by ‘Contextualization’ which is an act of giving the deprived meaning to the linguistic meaning. The model of novel reading education focusing on contextualization under the literature communication is meaningful that it can raise students to independent readers.

Interpersonal Communication: An Analysis from a Point of In-house Communications

Seiji Nomura 한국경영커뮤니케이션학회 2018 Business Communication Research and Practice Vol.1 No.2

Objectives:In-house communication consists of managerial communication (from a manager to his or her team members) and organizational communication (overall communications within a team, office, or company). This study aims to explain the particularity of office communications from the perspective of in-house communications and focusing on a case of a small office in Japan. Methods: The case is reviewed and analyzed in terms of communication issues: How the receiver interprets meanings of messages and how the sender understands implications from the receiver. The reasons and backgrounds of communication problems are explained. Results: Since e-mails as written communication and as a tool used instead of oral communication are widely used at present, the e-mail recipient will need to understand what the sender wants to say by interpreting implications between one word and another or between one sentence and another. Conclusions ;Communication culture in Japanese society has been regarded as a high-context culture in which non-verbal aspects are more important than verbal ones. Japanese people can thus easily assume and understand what other people want to say even though they use few words. Since e-mails are now often used instead of oral communication, the e-mail recipient will need to understand what the sender wants to say by interpreting implications between one word and another or between one sentence and another. In order to do this, it is important to communicate with each other in person on a regular basis.

논문 : 감성과 커뮤니케이션 -통찰과 맥락을 중심으로-

조향숙 ( Hyang Sook Cho ) 전남대학교 호남학연구원 2010 감성연구 Vol.1 No.1

본고에서는 맥락의 통찰 과정을 대화상황에 상황에 적용해봄으로써 한국적 감성 커뮤니케이션의 메커니즘을 유추해보고자 하였다. 그리하여 그것이 가장 한국적인 대화 상황이라고 규정할 수 있을 것인가 나아가 가장 한국적인 의사소통 방식의 하나가 될 수 있을 것인가를 확인하는 것을 본고의 목적으로 삼았다. 이러한 고찰의 과정에서 우선 감성과 통찰과의 상관관계, 그리고 맥락과 통찰로 이루어지는 감성 커뮤니케이션의 메커니즘, 배려와 감성적 커뮤니케이션의 상관관계에 대해 두루 살펴보았다. 그 결과 특정 상황에서라면 특히 감성이 어떤 능력과 관련된 개념이라고 정의되는 상황에서라면 이들 사이의 상관관계가 감성 커뮤니케이션 상황에 충분히 영향을 끼칠 수 있음을 확인하였다. 커뮤니케이션은 언제나 상대성과 그 사이에서의 소통을 전제로 하며, 긍정적 결과를 지향하고 있었기 때문이다. 이러한 커뮤니케이션은 그 목적을 달성하기 성하기 위한 각종 매개를 개를 사용하기 마련인데 인데, 여기에는 언어를 비롯 비롯하여 하여 몸짓, 문자 등등이 그 대표적인 것들에 해당한다는 한다는 점도 더불어 살펴 보았다. 결국 본고에서 주목했던 통찰과 맥락은 결국 그런 암시들을 시들을 찾아내는 아내는 커뮤니케이션의 한 방식이었음을 파악할 수 있었다. 결론적으로 맥락에 있어서의 통찰을 필요로 하는 대화 상황 자체가 상대를 배려하는 감성 커뮤니케이션이라고 이라고 할 수 있겠다. Itried to analogize the mechanism of Gamsung`s communication in Korea. Then, I aimed to proving it to be a method of the Korean traditional communication. In the process of this consideration, I examined the relationship of the Gamsung and Insight, Thoughtfulness and Gamsung`s communication, and the mechanism of communication containing insight and context. As a result, I confirmed the fact that these relationships affected the situation of Gamsung`s communication. Because communication presupposed always mutual understanding between of the two and aimed at the positive result. It is natural for this communication to use every possible means for accomplishing its purpose. It is language, a gesture, a letter and etc. Eventually I had concluded insight and context attended in this study is a way of communication to find its cue. The long and short of it, the situation of communication needed insight in context is its own Gamseong``s communication to thoughtful the other.

환경적 맥락에서의 경찰 커뮤니케이션 만족이 집단응집성에 미치는 영향에 관한 연구

이황우 ( Hwang Woo Lee ),오규철 ( Kyu Chul Oh ) 한국경찰학회 2010 한국경찰학회보 Vol.12 No.1

Recently, as you can see the communication cut off has caused social conflicts and undermined unity, complaints of the members due to the unsmooth communication in the organization can be one of the factors to weaken the organizational cohesion. Police organization has no exception, and it is assumed that communication satisfaction or dissatisfaction levels can have an importance influence on the group cohesiveness. But, communication satisfaction is a very multi-dimensional concept and determined by various factors such as communication environment, characteristics of the media, feedback of this information to the individual members including communication satisfaction among supervisors, subordinates and colleagues. Therefore, these factors again can be categorized into interpersonal, organizational, and environmental context, and this study aims to demonstratively analyze communication satisfaction of members of the police organization on the group cohesiveness centering on the communication in the environmental context which lacks empirical research compared to interpersonal context. To this end, survey was conducted targeting 454 persons ranging from policemen to superintendents all over the country, and based on this analytic results, effective communication management suggestions have been sought to enhance group cohesiveness.