읽고 쓰기 교육을 통한 주체 형성 = Subject formation by reading and writing education

다국어 초록 (Multilingual Abstract)

When we discuss how and what to teach in language education, the point is what the language is like. That is because the difference in understanding language should result in the variation of language teaching. Up to now language education has focused on teaching students to use formal and accurate language, which is based on the assumption that subject is united, and consequently they can control themselves in using language. In this case, language is nothing but a means to communicate with others. Therefore, this kind of language teaching does not consider the importance of individual education but only stresses the rule of language usage. Lacan claimed that subject is established by routine language usage. With the viewpoint of Lacan, the subject does not just use language as a means, but language affects him(her). So language is not a transparent means, and the subject is not united any more. From a Lacanian viewpoint, the aim of teaching is not to make students have a language competence to a certain level, but to make them watch their subjectivity which is formed by language force and participate in that forming. In this paper I suggest ``reading and writing`` education. Reading and writing is successive activity. After reading literature, students may write about their reading experience. So it is self-reflective writing which focuses on what the literature means to themselves. This approach does not focus on the formal and structural analysis but the relation between ``I`` and literature.