문학 텍스트 기반 독서토론형 한국어 말하기 수업 설계 연구 : 『긴긴밤』을 중심으로

다국어 초록 (Multilingual Abstract)

This study investigates the design of a Korean speaking class using literature-based discussions, in which a shared literary text enables learners to develop personal responses into questions, exchanges of opinion, and extended spoken discourse. In Korean speaking instruction, linguistic knowledge alone is insufficient for learners to organize ideas and sustain interaction. Literary texts can address this gap by presenting characters, events, and value-laden situations that invite diverse responses and interpretations. Yet previous research on literature in Korean language education has largely emphasized reading comprehension, cultural understanding, and writing, with relatively limited attention to how literary reading can be systematically connected to learner-to-learner spoken interaction.
To establish the theoretical foundation, previous research on discussion-based Korean speaking instruction and literature-based Korean language education was reviewed. The study examined the educational significance of literature-based discussion activities, the role of questions and responses in discourse development, the function of scaffolding in supporting expanded speech, and the conditions of a shared text. Drawing on this framework, four principles were formulated for class design: selecting an appropriate literary text, structuring questions and responses, providing linguistic and cognitive scaffolding, and linking pre-class preparation with classroom discussion and post-discussion extension.
Ruri's The Long, Long Nights was selected as the shared literary text on the basis of its accessible language, segmented narrative structure, and themes—including identity, loss, care, and responsibility—that can elicit diverse responses from adult learners of Korean.
A pilot class was conducted with eight adult Japanese-speaking learners to identify practical conditions for implementation. While learners responded positively to reading in advance and discussing ideas with peers, several difficulties emerged: uneven pre-reading completion, imbalanced participation by proficiency level, and discussions that stalled after a single exchange. These findings pointed to the need for more explicit pre-reading tasks, structured participation, and scaffolding that supports responses, follow-up questions, and elaboration.
Based on these findings, an eight-session course was designed for intermediate-level adult learners. Each session integrates pre-class reading and response preparation, classroom activities for establishing shared understanding, pair and small-group discussions centered on learner-generated questions, whole-class sharing, and post-discussion follow-up activities. Linguistic scaffolding covers key vocabulary, emotional expression, and response strategies; cognitive scaffolding supports learners in tracing events, examining relationships, and interpreting symbols. Together, these supports are intended to help learners progress from brief personal impressions toward spoken discourse that incorporates explanation, interpretation, and reasoned opinion.
The significance of this study lies in connecting literary reading with interactive speaking practice and in demonstrating how a shared literary text can function as both a content source and a basis for discourse expansion. Future research should extend the design to more diverse learner populations and examine how spoken discourse develops over time.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구의 필요성 1
• 1.2. 선행 연구 3
• 1.2.1. 토론·토의 활동을 활용한 한국어 말하기 교육 3
• 1.2.2. 문학 텍스트를 활용한 한국어교육 6
• 1.3. 논문의 구성 9
• 2. 이론적 배경 12
• 2.1. 독서토론형 말하기 12
• 2.1.1. 독서토론의 개념 12
• 2.1.2. 질문과 반응을 통한 담화 구성 14
• 2.2. 담화 확장을 위한 비계와 공통 텍스트 16
• 2.2.1. 비계의 역할 17
• 2.2.2. 공통 텍스트의 기능과 조건 19
• 3. 독서토론형 한국어 말하기 수업 설계의 원리 22
• 3.1. 텍스트 선정 기준과 『긴긴밤』의 선정 근거 22
• 3.2. 담화 구성을 위한 질문·반응 설계 25
• 3.3. 발화 확장을 위한 비계 설계 31
• 3.4. 읽기-말하기 연계를 위한 수업 운영 구조 35
• 4. 『긴긴밤』 활용 말하기 수업 사례와 설계 40
• 4.1. 예비 수업 적용 사례 40
• 4.1.1. 수업 적용 개요 40
• 4.1.2. 학습자 반응 및 관찰 결과 43
• 4.1.3. 시사점 및 보완 방향 46
• 4.2. 최종 수업 설계 48
• 4.2.1. 수업 대상과 운영 환경 49
• 4.2.2. 차시별 교수·학습 목표 및 내용 51
• 4.2.3. 교안 및 활동 자료 56
• 5. 결론 77
• 참고 문헌 82
• 부록 86
• Abstract 156