언어는 평등한가? -언어 사용에 대한 정치경제학적 접근-

김주관 서울대학교 인문학연구원 2012 人文論叢 Vol.67 No.-

The question, “are languages equal?” might be a common one among students who are interested in languages. The answer is generally affirmative in linguistics, and the affirmative answer seems to be based on two grounds - theoretical and humanistic. However, the question, “are languages equal in a specific socio-cultural context?” cannot be answered on the basis of theoretical orientations and humanistic sympathy because linguistic behaviors are social practices and,therefore, are not free from the socio-cultural contexts. This paper aims to review the emergence and works of politicoeconomic approaches to language use, and proposes the politico-economic approaches as a bridge to connect the studies on languages at various instances in humanities and the social sciences. The exclusion of socio-cultural factors in linguistics was credited by de Saussure and Chomsky, who emphasize the study of language in and for itself. Franz Boas also influenced the trend by mentioning that there is no intrinsic relationship between race, language, and culture. In the 1980s, however, anthropologists and sociolinguists began to study language use from the perspective of political economy coming from the opposite position of Saussurean and Chomskyan students. The rise of politico-economic perspectives in the study of language use is influenced by the accumulation of three precedent studies: the ethnography of communication, the agent-oriented Marxist perspectives,and the macro and micro link in social sciences. The empirical studies with a politico-economic perspective can be categorized into three groups on the basis of the relationship between language and politico-economic factors: index, instrument, and commodity. The politico-economic approaches can be a useful tool in analyzing language use because linguistic behaviors are linguistic practices which are performed unequally in socio-cultural contexts.

언어를 통한 문화교육 (2): 의사소통의 민족지학 방법의 적용

김주관 한국언어문화교육학회 2008 언어와 문화 Vol.4 No.1

This paper aims to develop a method for language learners to study the target culture where the language is used. One of the most effective methods is to apply the method developed by anthropologists who have practiced the ethnography of communication to language education. Because the method has been developed to understand a culture through its language use, it will be useful for language learners to understand the culture while they learn the language itself. The method offers descriptive tools for speech behaviors, and they can be adopted in classrooms. The descriptive units are hierarchically organized as speech situations, speech events, and speech acts. The constituent factors for the description of speech behaviors are called the SPEAKING model, which includes setting and scene, participants, ends, act sequence, key, instrumentalities, norms and genre. These are a kind of etic grid to describe speech behaviors, and language learners can extract cultural knowledge from the description of speech behaviors that is recorded on the model. From the application of the ethnography of communication method in language education, language learners can develop their cultural as well as linguistic competence, i.e., communicative competence. (Seoul National University)

언어를 통한 문화교육 (1)* -민족과학 방법의 적용-

김주관 한국언어문화교육학회 2007 언어와 문화 Vol.3 No.3

Kim, Joo-Kwan. 2007. Teaching Culture through Language Use (I) -An application of the ethnoscientific method. The Language and Culture 3-3: 73-94. Recently it is generally accepted that teaching culture is very important and even indispensible in the area of the second language education. However, the state of the art is not so satisfactory, especially in the development of teaching culture method. It is partly because of the broad concept of culture broadly used by anthropologists and partly because of the misunderstanding of the relation between language and culture among language educators. In this paper, I try to develop a teaching culture method that is applicable in the second language education. The most important strategy is to let students be anthropologists. The method employed in this paper is one called ‘componential analysis’ by ethnoscientists, more generally cognitive anthropologists. It tries to find out cultural norms and/or cultural models by analyzing terminological system in a cultural domain. The method is very useful to understand important aspects of culture in a speech community. If learners of a foreign language use the method in appropriate cultural domains, they will learn some important aspects of the culture in which the language is used. (Seoul National University)

문화의 개념과 문화교육 - 언어교육과 관련하여

김주관 한국언어문화교육학회 2010 언어와 문화 Vol.6 No.3

Recently language educators are interested in teaching culture in their classrooms, which means that there is a general consensus among them about the need for language learners' cultural awareness of the community where the target language is used. However, there does not seem to be an agreed-upon concept of culture. This is largely because of the difficulty to define the concept of culture. In this paper, I propose that the ideational dimension of culture should be taught in language classrooms since it is closely related to the concept of communicative competence. Another problem is that there are few researches on the culture teaching methods. I propose that language educators should teach the aspects of culture which are closely related to language use. To do so, it is very useful to borrow some methodological devices developed in anthropology, sociology, and/or sociolinguistics. Tentatively, I recommend those methods like ethnoscience, the ethnography of communication, conversation analysis, the analysis of tropes, the analysis of silence, kinesics, proxemics, occulesics, and haptics. Recently language educators are interested in teaching culture in their classrooms, which means that there is a general consensus among them about the need for language learners' cultural awareness of the community where the target language is used. However, there does not seem to be an agreed-upon concept of culture. This is largely because of the difficulty to define the concept of culture. In this paper, I propose that the ideational dimension of culture should be taught in language classrooms since it is closely related to the concept of communicative competence. Another problem is that there are few researches on the culture teaching methods. I propose that language educators should teach the aspects of culture which are closely related to language use. To do so, it is very useful to borrow some methodological devices developed in anthropology, sociology, and/or sociolinguistics. Tentatively, I recommend those methods like ethnoscience, the ethnography of communication, conversation analysis, the analysis of tropes, the analysis of silence, kinesics, proxemics, occulesics, and haptics.

사과식초, 플라시보 효과 외 2편

김주관 고요아침 2005 열린시학 Vol.10 No.3

구강결핵증에 관한 병리학적 연구

김주관,임창윤,홍삼표 대한구강악안면병리학회 1981 대한구강악안면병리학회지 Vol.4 No.1

정주대학(Residential College)의 기원과 변화 ― 영국의 대학교를 중심으로

김주관 한국교양교육학회 2014 교양교육연구 Vol.8 No.6

This paper aims to investigate the ultimate object of a residential college(RC). For the purpose, it reviews the origin and the development of the RC system in British universities. The RC system appeared simultaneously with the rise of universities, which can be said to be spontaneous. Though it was originally institutionalized to solve the accompanying problems caused by the establishment of universities in city areas, it became to function as an academic community as a consequence. However, it is impossible to run a RC similar to the original form because there have been many changes in society: the diversification of the social needs to the higher education, the fragmentation of academic subjects, the changes of teaching methods, the increasing number of students, the prior establishment of centralized university, and so forth. As a result, contemporary universities have to seek the modified models of RC. Though it should be seriously discussed whether Korean universities adopt the RC system or not, it is worthwhile to take the RC system into consideration as one of the options to promote the well-rounded education . Of course, there are many problems to be solved such as the financial questions, the relationship between RCs and departments, the compatibility of the teaching method based on the coursework system, etc. What is needed at this moment in Korean universities is to find the appropriate way to meet the changing roles of universities as well as to strengthen the essential purpose of RCs. 이 논문의 목적은 정주대학이 가지는 궁극적인 목표를 밝혀보려는 것이다. 이를 위해 정주대학이라는 제도가 태동하고 발달해 온 영국의 대학교를 중심으로 살펴볼 것이다.역사적으로 정주대학은 대학교라는 제도의 발생과 동시에 나타났으며, 자연발생적인 것이었다. 정주대학은 대학교가 생김으로써 발생하는 문제를 해결하는 방안으로 생긴 것이지만 결과적으로는 학문공동체를 형성하는 기능을 하였다.하지만 현재의 대학교에서 원형에 가까운 정주대학을 운영하는 것은 불가능한 일이다. 고등교육에 대한 사회적 요구의 다양화, 학문 분과의 세분화, 교육방식의 변화, 학생수의 증가, 중앙화집권된 대학교의 존재 등이 변형된 형태의 정주대학을 모색할 수밖에 없는 상황을 만든 것이다.한국의 대학교에서 정주대학이라는 제도를 도입하는 것이 적절한가하는 문제는 중지를 모아 심도있게 논의되어야 할 주제이다. 그러나 정주대학의 기원과 변화의 과정에서 보았듯이 정주대학의 근본적인 목표가 ‘학문공동체의 형성’에 있다는 점을 고려한다면, 그리고 대학 교육의 목적이 단지 지식의 전수에 있는 것이 아니라 전인적인 교육에 있다고 한다면 정주대학은 고려해 볼 만한 선택이다. 물론 정주대학을 성공적으로 운영하기 위해서는 여러 가지 조건들이 충족되어야 한다. 예컨대 재정적인 문제, 학과와의 관계 설정의 문제, 교과과정(coursework) 중심의 교육체계와의 양립 문제 등 여러 조건들이 충분히 고려되어야 한다. 현재 우리에게 필요한 것은 정주대학이 지향하는 원래의 목적을 강화하면서 변화하는 대학교의 역할에 걸맞는 방법을 찾는 것이다.

韓國行政文化의 轉換方案에 관한 小考

김주관 中央大學校 法科大學 1988 法政論叢 Vol.28 No.-

민속자료와 디지털 아카이브 구축

김주관 안동대학교 민속학연구소 2008 民俗硏究 Vol.0 No.17

자연언어와 전언 구성의 방식: 무선호출기 숫자전언의 구조와 의미

김주관 서울대학교 비교문화연구소 2005 비교문화연구 Vol.11 No.1