한국 현대시 읽기에서 중국인 학습자 경험의 작용에 대한 고찰

김소연 ( Jin¸ Xiaoyan ) 서울대학교 국어교육과 2021 先淸語文 Vol.48 No.-

This study began with the recognition that focus on the experiences of the Chinese leaners and study the process of reading and understanding poetry using their experiences is necessary. By selecting Chinese leaners and ethnic-Korean learners in China as research subjects, we will also examine the personal and cultural differences of the subjects of experience and the effect of differences in identity recognition on reading. Through these efforts, we intends to design a method of teaching and learning modern Korean poetry that can arise self-awareness, understand others, and develop communication skills, which beyond a conceptual understanding of poetry text. Literature allows for multilayered and abundant language learning, beyond the limits of simple and repetitive mechanical language learning. Literature is sometimes referred to as ‘expression of thought’ or ‘expression of valuable experience’. This means that ideas and emotions are derived from concrete experiences, and that everything is not literature, but only when it is meaningful to human being. Among literature, poetry is a subjective genre, which presents images of oneself in a direct relationship to ‘self’ and emphasizes experience and emotion. However, Korean literature education in China has focused only on understanding and analyzing the experiences of writers which depicted in their works, and has not paid much attention to the experiences of learners who accepting the literature. The learner’s experience can be influenced by nationality, the environment he or she has grown, the educational experience, etc., and the diversity of his or her experiences means the diversity of reading. Therefore, this study, tries to understand how the learner’s experience is related to literature work and how that experience has an effect on reading poetry. In order to identify the reading patterns in the actual learner, and to come up with an educational method suitable for the process of such thinking and expression, this study analyzed the questionnaires and interview materials produced by the actual learner. In addition, through related theories, we explored the concepts of experience in poetry reading, and set the principles of modern Korean poetry reading in three categories: reading through learning experience, reading through social and cultural backgrounds, and reading through learner identity recognition. Based on this, we looked at the aspects of Chinese learners’ experiences in modern Korean poetry reading as follows: First, the ‘effect of learning experience of learner’ was divided into ‘effect of learning experience in understanding text’ and ‘effect of learning experience in interpretation’. Second, the ‘effect of learner’s social and cultural background’ was divided into ‘effect of social and cultural background in intertextual evocation’ and ‘effect of social and cultural background in making relationships with text.’ Third, we divided the ‘effect of learner identity recognition’ into ‘effect of identity in self-discovery’ and ‘effect of identity in the discovery of a heterogeneous world.’ Along with these aspects, we looked at the factors that influenced reading poetry in each aspect. Based on the actual data of the learners, this study confirmed various aspects of poetry reading and tried to present appropriate education methods by collecting the learners’ responses. In addition, our work has significance in working with Chinese learners and ethnic-Korean learners in China, we looked at how the diversity of experiences derived from personal differences, social and cultural differences, and identity differences can be revealed in modern Korean poetry reading.

중국인 학습자의 한국 현대시 읽기 반응 연구 - 한·중 학습자의 반응텍스트 비교를 중심으로 -

김소연 ( Jin Xiaoyan ) 서울대학교 국어교육과 2021 先淸語文 Vol.49 No.-

In this study, the characteristics of reading by Chinese learners are first examined and taken as the subject of modern Korean poetry education. Then, the Chinese learners’ response to reading Korean modern poetry is explored to obtain educational implications. Besides, the response text of Chinese learners was compared with that of Korean learners to further reveal the characteristics of Chinese learners. The literary skills formed by Chinese learners through their own language education positively affect the understanding of modern Korean poetry. However, learners often construct conventional semantics by images learned under the influence of their educational experience, and learners blindly ventilated intertext without considering the connection with the Korean poetry text. This suggests that Korean modern poetry education for Chinese learners should seek ways to overcome the limitations of learners’ educational experiences in the future. This study was meaningful in that it characterized the reading response of Chinese learners through real-world learners’ response texts and interview materials and specifically introduces the reading habits of Chinese learner groups that are not covered in the existing discussions.

중국의 한국어교육에서 문학사 지식 교육의 반성과 성찰-1920∼30년대 시의 상호문화적 이해를 중심으로-

김소연 (Jin Xiaoyan) 서울대학교 국어교육연구소 2021 국어교육연구 Vol.47 No.-

This explores methods for Chinese learners to form an appropriate attitude towards other cultures by organizing their own perspectives on Korean literary history within their recognition systems. This is done with the belief that the Korean literary history education needs to go beyond arranging works by era. Training complex talents for Chinese foreign language education requires reflection on Korean literature history education, thus, the current status of the subject in China was reviewed in this study. Besides, the contents of Korean modern literature knowledge for Chinese learners were divided into propositional knowledge, compositional knowledge, and reflective knowledge. Methods of Korean literature history education were thus presented to facilitate an intercultural understanding of Korean and Chinese modern poetry in the 1920s and 30s. 본 연구는 중국인 고급 학습자를 위한 한국문학사 교육이 단순히 시대순에 따라 작품을 배열하고 당대의 사회적‧문화적 상황에 대한 고정된 지식을 암기하는 방식으로 접근하는 것을 넘어설 필요가 있다고 보고, 중국인 학습자가 자신의 인식체계 내에서 한국문학사에 대한 나름의 관점을 구성하면서 타문화에 대한 적절한 태도를 형성할 수 있는 교육 방안을 모색하는 데 목적을 둔다. 본 연구는 현재 중국의 외국어교육에서 요구하는 복합형 인재를 양성하기 위해서는 기존의 한국문학사 교육에 대한 반성과 성찰이 필요하다는 문제의식에서 출발하여 중국의 한국어교육 현장의 한국문학사 교육 현황과 기존의 문학사 교육 연구 현황에 대해 검토하였으며, 지식의 성격과 한국문학사 지식 교육의 내용을 논의하였다. 본 연구에서는 중국인 학습자를 위한 한국문학사 지식 교육의 내용을 명제적 지식, 구성적 지식, 반성적 지식으로 나누어 살펴보았으며, 이를 토대로 1920∼30년대 한‧중 현대시의 상호문화적 이해를 위한 한국문학사 교육 방향을 제시하였다.

한·중 근대 편지 쓰기 교육에 대한 고찰 -한·중 편지 쓰기 교재 분석을 중심으로-

김소연 ( Jin¸ Xiao-yan ) 청람어문교육학회 2021 청람어문교육 Vol.- No.83

본 연구는 한국과 중국의 근대 문식 환경의 변화에 주목하고, 한ㆍ중 근대 편지 쓰기 교육에 대해 고찰하고자 한다. 근대에 들어 우편제도가 발달함에 따라 사람들은 우표만 붙이면 언제든지 편지를 쓸 수 있었고, 편지를 쓰는 것이 하나의 유행으로 자리 잡게 되었다. 따라서 근대인들은 자연스럽게 편지는 어떻게 쓰는 것인지, 어떻게 하면 편지를 잘 쓸 수 있는지에 대해 관심을 갖게 되었으며, 다양한 편지 쓰기 교재가 출현하였다. 또한 편지는 근대 초기 글쓰기 교육의 중요한 교육내용이었다. 이러한 변화에 주목하여 본 연구는 20세기 이후 한국과 중국의 근대적 편지 쓰기 방식은 어떠했는지, 양국의 편지 쓰기 교육이 어떻게 이루어졌으며, 어떤 공통점과 차이점을 가지는지에 대해 고찰하고자 하였다. 이를 위해 한국과 중국의 편지 역사와 편지 교재에 대해 살펴보았고, 근대적 글쓰기로서의 편지 쓰기의 성격에 대해 검토하였으며, 한국과 중국의 공교육과 민간에서 이루어진 편지 쓰기 교육의 구체적 양상을 살펴보았다. 본 연구는 그동안 논의가 적었던 근대 편지 쓰기 교육에 주목하고 한국과 중국에서 편지 쓰기 교육이 어떻게 이루어졌는지, 어떤 특징을 가지는지 살펴 보았다는 점에서 의의를 지닌다. This study focuses on the changes in the modern literacy environment of Korea and China, and considers the education of modern letter writing in Korea and China. With the development of the postal system in modern times, people could write letters at any time by attaching stamps, and writing letters became a trend. Therefore, modern people naturally became interested in how to write letters and how to write letters well, and various letter-writing textbooks appeared. The letter was an important educational text in early modern writing education. Noting these changes, this study sought to examine how modern letter writing methods in Korea and China have been since the 20th century, how letter writing education between the two countries has been conducted, and what commonalities and differences they have. To this end, we examined the history of letters in Korea and China, the nature of letter writing as a modern writing, and the specific aspects of letter writing education in Korea and China. This study is significant in that it paid attention to modern letter writing education, which has been discussed less so far, and looked at how letter writing education was conducted in Korea and China and what characteristics it has.

한국 문학교육에서 문학 문식성과 자국어 교육 경험 간의 관계에 대한 고찰 - 중국인 학습자의 한국 현대시 의미 구성 양상을 중심으로 -

김소연 ( Jin¸ Xiao-yan ) 한국문학교육학회 2021 문학교육학 Vol.- No.73

과학기술의 발전이 언어의 도구적 역할을 대체하고 있는 상황에서 중국인 학습자를 위한 한국어교육은 기능적 문식성 교육을 넘어설 필요가 있다. 이러한 맥락에서 이 연구는 중국인 학습자를 위한 한국 문학교육의 지향을 문학문식성과 연관지어 살펴보았다. 중국인 학습자는 경험이 축적된 상태에서 한국 문학을 접하기 때문에 학습자의 다양한 선경험이 한국 문학 이해와 감상에 영향을 미친다. 이 연구는 중국인 학습자의 자국어 교육 경험에 주목하였다. 한국 문학교육에서의 문학 문식성은 문식 활동 주체의 특수성을 충분히 반영하면서 논의되어야 한다. 이에 한국어교육의 관점에서 문학 문식성의 개념을 검토하고, 한국 문학 문식성과 중국인 학습자의 자국어 교육 경험 간의 관계를 설명하였다. 다양한 질적 자료를 통해 중국인 학습자의 자국어 교육 경험이 한국 문학교육에서 어떤 영향을 미치는지 살펴보았는데, 중국인 학습자의 한국 현대시 의미 구성 양상을 ‘지식의 활용에서 자국어 교육 경험의 영향’, ‘경험의 환기에서 자국어 교육 경험의 영향’, ‘태도 형성에서 자국어 교육 경험의 영향’으로 나누어 제시하였다. In a situation where the development of science and technology is replacing the instrumental role of language, Korean language education for Chinese learners needs to go beyond functional literacy education. In this context, this study examined the orientation of Korean literature education for Chinese learners in connection with literary literacy. Since Chinese learners encounter Korean literature while accumulating experience, various prior experiences of learners influence their understanding and appreciation of Korean literature. This study focused on the experience of Chinese learners in their own language education, and explored how learners’ experience in their own language education relates to Korean literature literacy. Literary literacy in Korean literature education should be discussed while fully reflecting the specificity of the subject of literary activities. Therefore, the concept of literary literacy from the perspective of Korean language education was examined, the relationship between Korean literature literacy and Chinese learners’ domestic language education experience was explained, and various qualitative data were examined.