쓰기 교육을 통한 어휘력 향상에 대한 고찰 = Concideration for improving Vocabulary by Writing Training

국문 초록 (Abstract)

국어교육의 목표는 ‘언어 사용 능력의 향상’이며, 언어 사용은 담화나 글을 수용하고 생산하는 능력이다. 담화나 글의 의미는 구조체이고, 어휘는 그 의미를 구성하는 개개의 요소이다. 이런 면에서 어휘력과 언어 사용 능력은 깊은 관련을 맺는다. 잘 알려진 예로 Terman(1918)은 정신 연령과 어휘 점수와의 상관 관계가 ‘0.91’이라고 보고하고 있으며, 여러 지능 검사와 성취도 검사에서 어휘 점수와 총점수와의 상관관계 지수는 ‘0.71～0.81’에 이르는 것으로 알려져 있다. 또한, Davis는 9개의 독해력 검사의 요인 분석을 하였는데, 어휘력이 0.8의 적재치(積載値)를 가지고 있는 것으로 나타났다고 한다.
본고는 어휘력이 국어 교육의 목표를 달성하는 데 있어서 중요한 요인으로 작용함을 인식하고, 쓰기를 통한 의성어 의태어 교육 방안과 관용 표현 교육을 익혀 어휘력을 향상시키는 방안을 모색하는 데에 목적이 있다.
1장에서는 연구의 필요성과 의의 연구 방법과 제한점, 선행 연구를 검토하였다. 2장에서는 이론적 배경으로 의미 지도 그리기, 어휘 범주화, 어휘의 의미 관계 등에 대해서 살펴본다. 3장에서는 쓰기를 통한 관용 표현 교육을,4장에서는 쓰기를 통한 의성어 의태어교육 방안을 살피고, 어휘력을 늘릴 수 있는 방안을 탐구한다. 4장에서는 본고의 내용이 요약되고, 그 제한점에 대하여 논의한다.
학생들의 어휘력 신장은 말하기․듣기․읽기․쓰기 등의 모든 영역에 걸쳐서 이루어져야 하며 국어교과 시간 이외에도 수많은 활동을 통하여 신장되어야 한다.
학생 발달 정도에 맞는 어휘가 보다 체계적으로 분석되어 기본 어휘가 선정되고 다양한 어휘 학습 자료가 개발되어 보급된다면 지도 효과는 매우 커지리라 판단된다.

다국어 초록 (Multilingual Abstract)

It goes without saying that the education of a national language aims to help the language users improve their linguistic ability, while a good command of a national language indicates a speaker's ability to comprehend and communicate a discourse and a text. A discourse conveys what it wants to say through an oral communication, while a text delivers what it wants to say through a written communication, and words are individual elements that a speaker or a writer uses to construct a discourse and text through which the speaker or the writer is able to convey what he or she wants to say. In this respect, whether or not one has a large vocabulary of a national language , it determines his or her proficiency in the language.
This dissertation ,under the understanding that increasing students's vocabulary plays an important role in achieving the purpose of schools' national language education, aims to find out a more effective teaching method through which teachers can teacher their students onomatopoeic and mimetic words more efficiently in composition lessons ,and also seek ways in which teachers can help their students increase their vocabulary effectively by helping them understand more idiomatic expressions.
Idiomatic expressions can be defined as a variant of a lexeme that help a speaker or a writer express what he or she wants to say more effectively in terms of pragmatics. A proper use of idiomatic expressions in the right place in a sentence or oral communication contributes to expressing what one wants to convey more effectively and it adds freshness to the discourse or the text where idiomatic expressions are used delivering the same meaning as the one that do not contain idiomatic expressions in it. These expressions help a hearer or a reader clearly understand what a speaker or writer intends to say in his or her discourse or text on the aspects of his or her reception of the words used in the discourse or text and they also help a speaker or a writer deliver his or her feelings and thoughts more clearly and effectively on the aspects of communication by production. Philologists generally agree that a national language is taught to improve a speaker's linguistic ability. In view of this fact, idiomatic expressions are of great significance since they in part play a very important role in helping a speaker have a satisfactory command of the language he or she speaks. Having students practise the art of composition as part of their classroom works is an effective idiomatic expression teaching method since it gives students the opportunities that they can use them that they have learned how and when to use in their compositions. In particular , these expressions are needed to be used in persuasion-based texts rather than in information-based texts since they can convey what they intend to say more concisely and implicatively . Based on this fact, students need to be taught a proper level of idiomatic expression step by step starting from easy and simple ones to more difficult and complex ones.
The Korean language is rich in onomatopoeic and mimetic words, and these form unique characteristics of the language as well as can maximize the effectiveness of texts. In particular, when onomatopoeic and mimetic words are used in the right place in texts written in descriptive style, these texts can achieve what they intend to achieve more effectively .As mentioned earlier in this paper, it is necessary to teach students these words step by step starting from easy and simple ones to more difficult and complex ones considering their difficulty and the frequency in use of the words. Emphasis should be placed on two important points when students are asked to use onomatopoeic and mimetic words in their compositions.
First, teachers need to make sure that their students correctly understand the meanings of the words that they are going to use. Second, teachers also need to make sure that their students correctly understand which predicate verb they have to use with an onomatopoeic or a mimetic word in order to keep them in grammatical collocation each other. By doing so, they will not violate rules on collocation.
The frequency in use of onomatopoeic or mimetic words may vary in accordance with the purpose and the theme of the text that one is going to write. For example, a lot of onomatopoeic or mimetic words are advised to use in description-based texts as well as in texts that describe one's impressions. On the contrary, the use of onomatopoeic or mimetic words is extremely restricted in information-based texts because a writer does not purpose to convey one's impressions in this type of text. In this respect, it is necessary to teach students the use of onomatopoeic and mimetic words varies according to the type of text that they are going to write.
In order to teach students to increase their vocabulary effectively , the other linguistic skills such as speaking, listening ,reading, writing, reading various types of pieces of articles including literary works and grammar learning needed to be taught . There is one more thing to keep in mind regarding teachers's education of vocabulary to students : in order to give an effective vocabulary instruction, teachers should consider at what developmental stage a student arrives that they are going to teach.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1.1. 연구의 필요성과 의의 1
• 1.2. 선행 연구 검토 2
• 1.3. 연구 방법과 제한점 5
• Ⅱ. 이론적 배경 7
• 2.1.어휘력과 쓰기 능력의 상관성 7
• 2.2. 쓰기의 과정 9
• 2.3. 의미 지도 그리기 10
• 2.4. 어휘 범주화 13
• 2.5 단어의 의미 관계 19
• 2.5.1. 단어의 연관 관계 20
• 2.5.2. 국어의 대립어와 유의어 23
• Ⅲ. 쓰기와 관용 표현의 교육 29
• 3.1. 교육 과정과 교과서의 관용 표현 항목 검토 29
• 3.2. 관용 표현 교육의 개선 방향 31
• 3.3. 쓰기 교육과 관용 표현 35
• Ⅳ. 쓰기와 의성어 의태어 교육 36
• 4.1. 교육 과정과 7차 교과서에서 의성어 의태어 교육 내용 검토 36
• 4.2. 의성어 의태어 교육의 내용과 절차 40
• 4.3. 쓰기를 통한 의성어 의태어 교육 방안 41
• Ⅴ. 결론 45
• 참고문헌 46