기획 주제 : 텍스트, 상호텍스트, 콘텍스트 ; 읽기의 맥락과 맥락 읽기 = Context of reading and reading context

다국어 초록 (Multilingual Abstract)

Context is very important pedagogical thema of context-oriented curriculum in current education. which is able to do meaning-constructing. Therefore historical development of context in definition is researched, and its concepts are divided as several standards into some types of features of contexts. And contexts`s definitions are examined which have been described in Korean-language education curriculum. As a result, definitions of contexts have been changed from linguistic-based to cognitve representation-based, further to social psychologistic-based. These diversities are closely connected with changes, from which strive to define as linguistic and grammatical cues, to which strive to describe as beliefs, common sense, collective sense and situation, and so on of language-users or language community. The latter is de-contextualized and historical constantly. This is also related with changes of paradigms from behaviorist to constructivst further to socio-culturalist. Contexts in Korean language education curriculum are mixed with concepts of ‘knowledge categories’, and are described differently as different terminologies and theoric backgrounds in each domains. and so aren`t detailed in teaching-methods. So its concepts and methodological descriptions have to be coherent in pedagogical perspectives, because understanding of context in reading make us as readers build and enlarge socio-cultural knowledges, identities and values of ourselves.