학습자의 문단 인식 양상 연구

다국어 초록 (Multilingual Abstract)

The objective of this paper is to understand a mental existence of paragraph. Since the study of paragraph has been accomplished with a normative and fixed shape as a composition level under the influence of the occident rhetoric. It is an inappropriate approach for the unit of paragraph because of an arbitrary and schematic property. Education has been achieved under this point of view. Accordingly, a mental existence of paragraph and their configuration in the student’s mind should be examined sincerely.
A paragraph is an union of sentence, a semantic mass and a thought unit. It is also an important unit of text. That is to say, it shows a property of sentence and text at once. Therefore, we cannot understand the real characteristics by regarding it as the level of sentence union or as the level of a text because it is a paragraph that shows both a part and whole. Because of these dual properties, it is difficult to discover an attribute of paragraph and to access.
Application of three text development principals are avoided in this paper and accesses aspect considering both of sentence and text are used. It is related with understanding a paragraphic mental existence. The argument is composed of a five accesses aspects. It is classified into a paragraph cognition through paragraph reconstruction, a discourse connection marker, a tree diagram, connection among the paragraphs, and a summary. The five accesses aspects are performed through a reading and writing survey. Based on this result, methods of teaching and studying are treated.
A paragraph cognition through paragraph reconstruction is a method of a sentence connection and text division by students. From this, it can be understood how students recognize the paragraph from sentence and text. It is a starting point to confirm the paragraphic mental existence that the result of paragraph reconstruction shows significant statistical values.
A paragraph cognition through a discourse connection marker is a method to make correlation between some discourse connection markers and logical coherence among paragraphs. It could be understood correlation discourse connection marker with coherence among paragraphs through student's short writing. The survey result of discourse connection marker with coherence among paragraphs comes out significance statistical numerical value. It is interpreted that regular pattern discourse connection marker among paragraphs are used.
A paragraph cognition through a tree diagram is related with comprehension of student about semantic hierarchy among paragraphs. The tree diagram is a way which expresses a hierarchy, most clearly and easily. As students represent a hierarchy among paragraphs with this, they extend their cognition range about a mental existence among paragraphs. From survey results, the tree diagram is corresponded with a hierarchy among paragraphs. As the progress goes on, a hierarchy among paragraphs is more coincided with a text.
A coherence cognition among paragraphs is related with understanding of dynamic meaning among them. There are differences in each paragraphs shown in the text by the function and meaning. Students need to recognize that such a function and meaning is coincide with context. As a result, they reacted very sensitive at a discourse connection marker among paragraphs and high cognition is also shown for a global paragraph than local paragraph.
A paragraph cognition through summary is related with cognition of students about integration among paragraphs. It is a cognition problem about ‘paragraph of paragraph’, which is a kind of understanding about meta paragraph. Also, there is problem about correlation between content and form of language unit. As a result, a fixed form came out partly among paragraphs. However, dual divisions of paragraph content and form as a language unit are not significance statistical numerical value.
As mentioned above, five accesses aspects of paragraph are composed of teachingㆍstudying method that are divided with reading and readingㆍwriting integration field. Teachingㆍstudying method is designed in detail with a strategy and procedure as a main of paragraph with the upper range of the method and content. It is applicable to school and significant to try the integration of readingㆍwriting education with the paragraphs as main.
Although the previous studies of paragraph follow the composition method, this paper considers the various aspects of paragraph. Also, for recognition of a mental existence, the method to merge both aspects of sentence and text has been applied and validity has been ensured by the field studies.
However, there are variation aspects for paragraph unit according to writer, reader, text genre, and text context and it makes the difficulty of study related with indeterminacy problem of paragraph unit. Also, the paper is needed to be complemented because of validity problem in the research method, which is the limitation of survey materials to non-literature and the survey participants.

목차 (Table of Contents)

• Ⅰ. 들머리 = 1
• 1. 연구목적 = 1
• 2. 연구사 = 4
• 3. 교육 과정 검토 = 11
• 4. 논의의 방향 = 15
• Ⅱ. 연구 가설 및 연구 방법 = 16
• 1. 연구 가설 = 16
• 2. 연구 방법 = 38
• Ⅲ. 연구 결과 및 논의 = 56
• 1. 문단 재구성을 통한 문단 인식 = 57
• 2. 담화 연결 표지를 활용한 문단 인식 = 69
• 3. 수형도를 활용한 문단 관계 인식 = 77
• 4. 문단 간 의미 연결에 대한 인식 = 92
• 5. 요약을 통해 드러난 문단 인식 = 105
• Ⅳ. 지도 방법 및 의의 = 120
• 1. 교수·학습 방법 = 120
• 2. 읽기·쓰기 교육에의 의의 = 129
• Ⅳ. 마무리 = 133
• 1. 요약 = 133
• 2. 한계와 제언 = 135
• 참고문헌 = 137
• 부록 = 145