국어 감정 어휘의 인지 실태와 국어교육적 활용 방안

다국어 초록 (Multilingual Abstract)

This study is collectively designed in emotional vocabulary after considering numerous previous studies that have been done. It considers the concept of emotions as a ‘mental state that is determined by an individual’s values and is accompanied by sensational body changes’. Each human feels emotion differently. There are no two same emotions, but there is an emotional prototype. This study defines 6 different types of emotions: joy, sorrow, anger, fear, love and hate. The study also prepares a list of 326 emotional vocabulary in order to explore the aspect of ‘basic emotional types,’ which helps establish the knowledge of emotional vocabulary that can then be applied to Korean education.
In order to process the study in the 2nd year in middle school children, a list of 326 emotional vocabulary was created by eliminating 108 vocabulary out of 434 emotional vocabulary that have been provided by In-Jo Park(2001) and Kyoung-Hwan Min(2002), professionals in personality psychiatrics. Through the use of surveys, 202 children in the 2nd year of middle school identified 326 different emotional vocabulary.
The first survey recognized a cognition state of ‘pleasure and displeasure’ in emotional vocabulary. The number of vocabulary that is in a ‘pleasure’ category is 99, which makes up 30% of vocabulary. In addition, for the category ‘between pleasure and displeasure’ the linguistic number is, 41 which makes up 13%, and for the category ‘displeasure’ the linguistic number is 186, which makes up 57% of the total emotional vocabulary.
The second survey conducted was to better understand cognition states of basic emotional types in 202 children in the 2nd year of middle school. Out of 326 of emotional vocabulary recognized, ‘pleasure’ was 22%, ‘love’ was 4%, ‘fear’ was 10%, ‘hate’ was 11%, ‘anger’ was 7%, ‘none of the above’ was 29%. The study explored correlations in the cognition state of ‘pleasure and displeasure’ and ‘basic emotional types’. ‘Happy’ and ‘love’ were categorized in the ‘pleasure’ category, except one vocabulary of each whereas 55 vocabulary ‘sorrow’ was categorized in ‘unhappy’ category except 7 vocabulary. Except 2 vocabulary out of 34 vocabulary of ‘fear’ and 1 linguistic out of 39 vocabulary of ‘hate’ were in ‘displeasure’ category. In addition, 55 vocabulary! of ‘sorrow’ except 7 vocabulary, 34 vocabulary of ‘fear’ except 1 vocabulary and 39 vocabulary of ‘hate’ except 1 vocabulary were in ‘displeasure’ category.
Furthermore, the correlation of frequency of ‘pleasure and displeasure’ and ‘basic emotional types’ were considered via ‘Pearson’s correlation coefficient,’ and the cause was analyzed. The study further examined the difference between the sexes in cognition of emotional vocabulary. Therefore, the study separated boys from girls to investigate the significant differences between the two sexes. The results showed that boys were two times more likely to categorize the cognition of emotional vocabulary as not understandable vocabulary over girls. The results also indicated that girls express various sophisticated emotional vocabulary more than boys. This paper focuses on applying the state of emotional vocabulary to Korean education.
First of all, ‘balanced use of emotional vocabulary in education’ and the ‘accommodation of ability to understand the emotional vocabulary between sexes’ should be emphasized. Also, it is expected to select pieces of literature that contain balanced perspectives of emotional vocabulary and to utilize the appropriate aspect of justice in ‘adolescent counsel’ for Korean education.

목차 (Table of Contents)

• 1. 서론 = 1
• 1.1. 연구 목적 = 1
• 1.2. 연구 방법 = 1
• 1.3. 선행 연구의 검토 = 3
• 2. 감정 어휘의 속성과 인지 실태 = 8
• 2.1. 감정 어휘의 개념과 유형 = 8
• 2.2. 감정 어휘의 속성 = 13
• 2.2.1. 기쁨 어휘의 속성 = 13
• 2.2.2. 사랑 어휘의 속성 = 13
• 2.2.3. 두려움 어휘의 속성 = 14
• 2.2.4. 슬픔 어휘의 속성 = 15
• 2.2.5. 미움 어휘의 속성 = 16
• 2.2.6. 분노 어휘의 속성 = 18
• 2.3. 감정 어휘의 인지 실태 = 19
• 2.3.1. 감정 유형별 인지 실태 = 19
• 2.3.1.1. ‘쾌·불쾌’ 차원의 인지 실태 = 20
• 2.3.1.2. 기본 감정 유형 차원의 인지 실태 = 26
• 2.3.1.3. 두 차원의 인지 실태 사이의 상관성 = 32
• 2.3.2. 감정 어휘 인지 실태의 성별 차이 = 39
• 2.3.2.1. ‘쾌·불쾌’ 차원의 인지 실태 조사에서 성별 차이 = 39
• 2.3.2.2. 기본 감정 유형 차원의 인지 실태 조사에서 성별 차이 = 41
• 2.3.2.3. ‘모르는 어휘’로 인지되는 어휘의 성별 차이 = 44
• 3. 감정 어휘 인지 실태의 국어교육적 활용 = 46
• 3.1. 인지적 영역에서의 활용 = 47
• 3.1.1. 인지적 영역에서의 활용 방안 = 48
• 3.1.1.1. 교과서 어휘 선정과 관련한 활용 방안 = 48
• 3.1.1.2. 어휘 인지의 성별 차이와 관련한 활용 방안 = 50
• 3.1.1.3. 교과서 수록 문학 작품의 선정과 관련한 활용 방안 = 51
• 3.1.2. 인지적 영역에서의 활용의 실제 = 51
• 3.1.2.1. 대단원 지도 계획 = 52
• 3.1.2.2. 본시 학습 지도계획 = 54
• 3.1.2.3. 대단원 평가 계획 = 56
• 3.1.3. 인지적 영역에서의 활용의 한계 = 57
• 3.2. 정의적(情意的) 영역에서의 활용 = 57
• 3.2.1. 정의적 영역의 활용 방안 = 57
• 3.2.2. 정의적 영역의 활용의 실제 = 57
• 3.2.3. 정의적 영역에서의 활용의 한계 = 58
• 4. 결론 = 59
• 참고문헌 = 62
• Abstract = 65
• 부록 = 67