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국어과 교수ㆍ학습 모형 개발을 통한 상호작용성 증진 연구
임정연(Yeem Jeong-yeon) 한국어문교육학회 2006 어문학교육 Vol.33 No.-
This study starts from a perception that teaching and learning of speaking should help learners to develop a practical linguistic capacity. The purpose of the study is to develop a model of teaching and learning of speaking designed to improve transaction, which is a concept or principle that the speaker and listener should consider in order to efficiently realize their goals in talk. Speaking is one of the most basic and indispensable elements of human life and the core of human communication. Thus it should be the central goal of teaching and learning of speaking to build a capacity to use language creatively in accordance with one"s own goal as well as objects-referents in various conversing situations Chapter Ⅱ aims to elaborate the concept of transaction after looking into the definitions and characteristics of speaking based on the existing literature, and examines two kinds of speaking strategy that can help develop transaction: one aims to manage conversation and the other aims to promote conversation. Chapter Ⅲ examines the seventh national education curriculum in terms of speaking and transaction, and shows how these guidelines have been concretized in textbooks. And then, this chapter suggests a teaching-learning program designed to improve transaction within the boundaries that the curriculum and textbooks permit, and a reorganization of textbooks in applying the program efficiently. Though the current curriculum contains some basic, important items for transaction, it rarely suggests a concrete strategy or teachinglearning method with which learners can speak smoothly in accordance with what they think. Thus this study distinguishes three stages in the speech teaching/learning program designed to improve transaction-conversation management learning, conversation promotion learning, and application-and suggests an appropriate speech strategy for each stage, so that the learners can exercise speaking as if in a real conversation. The first stage (conversation management learning) deals with speech in general, the second stage(conversation promotion learning) suggests concrete transaction skills, and the third stage (application) focuses on creative application of speaking strategies. Chapter Ⅳ presents a result of applying the program to actual teaching at school in terms of speech strategy learning. Based on this result, it can be said that the speech teaching-learning for transaction improvement has the following implications for education. First, with the program, the learners came to have a right conception about speech in general. Second, the program provided good opportunities for the learners to acquire and use various speech strategies. Third, the learners came to have a positive and active attitude towards speech. If speech is more than simple linguistic communication, transaction matters greatly. It complements and overcomes various conditions and constraints in speaking; promotes the appropriate use of language in a way that reflects one"s own thought and increases fluency; and helps maintain and develop human relationships by encouraging the speaker to care about others. It is suggested that teachers should make creative and innovative efforts to discover speech strategies that can help the learners to increase their practical speech abilities and that can be applied to real school settings. This study"s contribution lies in the fact that it suggests a teaching-learning model for successful speech in terms of transaction that is indispensable in developing an ability to judge on and lead communication.
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