국어교육의 새로운 내용론 - 학습의 본질 구현을 위한 초학문 융합 패러다임 설계 -

주세형 ( Joo¸ Sehyung ) 한국어교육학회 2021 국어교육 Vol.- No.174

Most educational researchers focus on transdisciplinary convergence education, an alternative to subject divisonalism or interdisciplinary education, in which all students solve problems independently. To realize the importance of this transdisciplinary convergence education, a brand new paradigm, which is present in moments of teaching and learning, should be designed considering essential learning features. Such trials can be made possible only in Korean language education. In other words, the paradigm should cover the elevation of the role of language in learning and increase learning potential in other subject domains with linguistic repertoires. Finally, these paradigm must be established by creating a new contents system in the Korean Language Education field. This new paradigm should set up the educational goal and contents in respect of linguistic and language development perspectives. The educational goal is to establish academic literacy as linguistically defined. The educational content provides metalanguages according to each students’ grade or school level, and students can use these when identifying problems. While abstract language enables elementary students to jump into the theoretical world, metaphoric language makes secondary students meet the technical world. ‘A new paradigm’ plays a key role in Korean Language Education. Furthermore, a new paradigm is essential in general educational theory for pre-service teachers in all subjects. The content of the new paradigm will thus create essential teaching and learning tools to help students and teachers freely inquire and navigate the rigorous contents-based world.

통일성과 응집성 관련 성취 기준에 대한 검토

주세형 ( Sehyung Joo ) 한말연구학회 2016 한말연구 Vol.- No.40

This study analyzed the achievement standards related to the coherence and cohesion on the level of National Curriculum and textbooks. Based on the point of grammar education, three issues which should be solved are derived. After that, the alternatives for each issue are offered. First, academic concepts should be in disrepair moderately in elaborating the achievement standards. In doing so, the linkage between the two section could be assured. It could be a rational solution that concepts such as utterance, listener, speaker, which are referred to in the preceding section, appropriately used in the second section. Another solution is to exemplify the borderline cases such as the spoken texts. These two solutions could be the cornerstone to fortify the linkages between the two section. Second, the relationship between ``the coherence and cohesion`` should be reconceptualized. The two concepts are not in the same level. If ``the coherence`` is the objective, ``the cohesion`` will be the contents. Most of all, each cohesive device should be treated as contents item. Finally, the relationship among the cohesive devices such as referring expression, substitution, conjunction should also be reconstructed. Three devices have been regarded as the same stance on the unit of Discourse in Grammar Textbook. But substitution should be described as the highest level. Thereafter ``referring expressions and conjunction`` should cover the construing meanings.

전공 글쓰기 교육과정 연구를 위한 쟁점 검토

주세형(Sehyung Joo),김형석(HyungSeok Kim) 한국중원언어학회 2014 언어학연구 Vol.0 No.31

In this thesis, we address foundational issues in WAC research from an “interdisciplinary” point of view. To wit, we entertain the hypothesis that a synthetic approach to designing WAC curricula, manifest as intimate interactions in writing between contents experts and writing researchers, can encourage students to improve their command of meta-discourse in academic contexts. In particular, we experiment with writing curricula for economics. This perspective can be also regarded as a fundamental but practical application of “linguistic holism,” to text analysis: text should be more seen holistically. Accordingly, we argue, and to some extent demonstrate, that WAC should be redesigned as a so-called task-based curriculum, bridging the gap between academic writing and general writing in a meta-discursive sense; writers do not simply produce a text to convey their knowledge but also to meet their readers’ expectations within social contexts. It is our belief that the “task-based” WAC curriculum rides on two main propositions. First, teachers in that curriculum can help students draw a sharp distinction between informational transmission of academic texts and social communication of the very same texts arising within their corresponding academic community. Further, such distinction should be derived from text analysis, having the consequence that students can audaciously embrace a variety of practices prevalent within the academic community they belong to, whether such practices are linguistic or not, as learners’ educational toolkits for creating their own academic texts.

<언어와 매체> 교재 구성의 원리 - 문법 영역에서의 통합 원리 탐색을 중심으로 -

주세형 ( Joo Sehyung ) 한국문법교육학회 2016 문법 교육 Vol.28 No.-

In the 2015 National Curriculum, the new subject < Language and Media > are established. In this situation, what the grammar education has to focus on is to reconfirm the essence of grammar principle. To prepare the principles of textbook < Language and Media >, three achievement standards are discussed. [12-eonmae-01-03] Learners should understand the types and the features of media as a medium of communication. [12-eonmae02-11] Learners should understand the language norm through the various Korean material, and live a correct, effective and creative life in language use. [12-eonmae02-10] Learners should understand the features of Korean material by various genre type and produce the effective Korean text. For [12-eonmae-01-03], the relationship between language and context should be reflected, the stylistic selection should be replaced by the individuality in respect of spoken - written language. Furthermore, the grammar and the text should be deeply related material in textbooks. For [12-eonmae02-11], the criteria should be revised about the widely represented grammatical error. It might be grammatical reform of native speakers. For [12-eonmae02-10], meaning and function of linguistic item should closely link the generic feature of genre.

전기문 서술 주체의 관점 개입 방식 연구 : ‘백범일지’ 텍스트들에 나타난 평가어의 선택 양상을 중심으로

박진희 ( Bak¸ Jinhui ),주세형 ( Joo¸ Sehyung ) 한국독서학회 2021 독서연구 Vol.- No.60

이 연구는 전기문 읽기 교육이 무엇을 읽힐 것인가의 논의에서 벗어나 어떻게 읽힐 것인가를 논의해야 하며, 이를 위해서는 텍스트 이해와 표현의 도구로 기능하는 ‘문법’에 주목하게 하는 일이 필요하다는 문제의식에서 출발하였다. 이에, 이 연구에서는 체계기능언어학의 관점에 기반해 있는 평가어 체계를 기준으로 하여, 백범일지 텍스트들을 대상으로 서술 주체의 관점이 개입하는 방식을 비교 분석함으로써 전기문 비판적 읽기의 과정을 예시하였다. 이 과정에서 서술 주체의 관점이 ‘개인사의 역사화’와 ‘역사화된 사실의 재초점화’라는 두 가지 양상을 중심으로 개입하고 있음을 드러내었으며, 동일 인물과 동일 사건을 대상으로 이야기를 전개해 나간다고 해도 서술 주체의 관점에 따라 서로 다른 범주의 평가어가 선택될 수 있다는 점, 그리고 동일 범주의 평가어 내에서도 구체적인 어휘 선택의 양상이 달라질 수 있다는 사실을 드러내었다. 이 연구에서 수행한 이와 같은 방식을 통해 학습 독자 역시 서술 주체의 관점이 개입하는 방식을 살펴봄으로써 텍스트에 나타난 대상 인물의 삶을 총체적으로 이해ㆍ해석ㆍ평가할 수 있을 것이다. 그리고 이 과정에서 전기문 비판적 읽기 능력이 함양될 것으로 기대할 수 있다. This study aims to reveal how the perspective of narrative subjects intervenes by comparing and analyzing aspects of the evaluation words presented in biographical text, focusing on the evaluation word system. This began with a sense that biographical reading education should be separated from the discussion of what will be read and how it will be read, which requires considering “grammar” that functions as a tool for understanding and expressing text. In this work, we illustrate the process of critical reading biographies by analyzing the way in which narrative subjects’ perspectives intervene with the text of the Baekbeom Diary. In this process, it was revealed that the narrative subjects’ perspectives intervened regarding two aspects: the “historicalization of personal history” and “refocusing on historical facts.” We also reveal that different categories of evaluation words can be selected depending on the narrative subjects’ perspectives, and that specific lexical choices can vary within the same category of evaluation words. Through the method conducted in this study, learners can also expect to cultivate biographical reading skills by examining how the narrative subjects’ perspectives intervene.

왜 기사문을 선택하는가

제민경(Minkyeong Je),남가영(Gayeoung Nam),이관희(Kwanhee Lee),주세형(Sehyung Joo) 한국중원언어학회 2016 언어학연구 Vol.0 No.39

The purpose of this study was to explore authors’ awareness of genres of news articles when compiling them into Korean language textbooks. Acknowledging that the primary criterion of selecting textbooks is their relevance to educational achievement standards, we assumed that authors would have a wide variety of intentions to select news articles in textbooks. Along with this assumption, we intended to interpret authors’ intentions in relation to the primary selection criterion. We examined news articles adopted in Korean language textbooks used in primary schools or middle schools under the national curriculum revised in 2009. After that, we classified the news articles into some categories such as contents, structures, and linguistic forms in regard to their uses for educational achievement standards. Next, on the basis of the classification, we attempted to understand the authors’ criteria for selecting news articles. Some significant pedagogical implications were discussed in terms of the three categories. We believe that this study, performed by the procedure with seven steps, could establish a new methodology to interpret genre characteristics implied in textbooks.