비고츠키의 언어적 사고 개념에 함의된 교육적 의미

다국어 초록 (Multilingual Abstract)

The purpose of this study is to reveal the verbal functions and nature implied in Lev Semenovich Vygotsky's concept of verbal thought. For this purpose, I will explore the relationship between thought and speech in education by studying Vygotsky's concept of verbal thought. Verbal thought is a concept impling that speech functions as thought in developing thought. Vygotsky's concept of verbal thought does not separate speech from thought, but it pays attention to the inner relationship between speech and thought in dealing with the matters related to speech in education. In such a context, understanding verbal thought enables us to understand the verbal functions in developing thought. Furthermore, it helps us to find educational meanings on how speech should be used in educational activities.
Speech carries out not only a passive function of helping the development of thought but also an active function of enabling it. Speech as a means of thinking stirs thought. Understanding such verbal functions is possible through studies on various verbal functions, on the conceptual development process by means of verbal symbolic functions, and on the verbal symbolic characteristics.
Verbal thought, in the aspect of verbal development, means the state of formation of inner speech, and, in the aspect of thought development, the state of possibility of conceptual thought. Consequently, verbal thought is the area of combination of inner speech with conceptual thought. In this area, speech is rationalized and thought is verbalized. In other words, speech has an influence on thought development, and thought, on verbal development.
The formation of verbal thought indicates the use of speech including verbal meanings and concepts, not that of nonconceptual speech. It means starting to acquire the concepts that verbal labels have. The development of word meanings is to know that there are verbal labels and concepts corresponding to the labels, and develop verbal concepts. It does not mean knowing only lexical meanings, but it means the necessity of acquiring even word senses. Verbal thought is expanded only when word meanings in a cognitive aspect are developed and word senses in a definitive aspect are acquired. Learners can reach the state of clear understanding of verbal concepts when verbal thought is formed and expanded.
The educational meanings derived from Vygotsky's concept of verbal thought is that speech in education would rather be used as verbal thought than as nonconceptual speech, and that internalization of knowledge is possible through verbal internalization. It indicates that we should avoid grinding or rote learning on the assumption of the fixity of word meanings, and that we should enable word meanings to develop in learning. Then, learners can avoid simply repeating words like a parrot and do verbal thought.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 및 연구방법 = 3
• II. 사고 발달의 도구로서 언어 = 6
• 1. 언어의 상징 기능 = 6
• 2. 언어에 의한 개념 발달 = 12
• III. 언어의 내면화에 의한 언어적 사고 = 18
• 1. 자기중심적 말을 통해 본 내적 말의 성격 = 18
• 2. 언어와 사고의 병합으로서 언어적 사고 = 24
• IV. 언어적 사고의 확장으로서 교육 = 31
• 1. 단어 의미의 발달로서 언어적 사고의 확장 = 31
• 2. 단어 감응으로서 교육 = 38
• V. 요약 및 결론 = 43
• 참고문헌 = 47
• Abstract = 52