다문화 교실의 대화 양상 분석을 통한 문화 반응적 교수의 교육적 제언 -영화 `클래스`와 `프리덤 라이터스`를 중심으로-

정경화 ( Jung Kyungwha ),권순희 ( Kwon Soonhee ) 한국화법학회 2017 화법연구 Vol.0 No.36

The purpose of this paper is to establish ways to improve multicultural education that includes the cultural diversity of students to ensure education without discrimination. First, we introduce Culturally Responsive Teaching as a method of instruction. Next, we analyze two films―the French film, The Class, and the American film, Freedom Writers―which demonstrate the aspects of culturally responsive teaching. The two films address the multicultural classroom, highlight the implications for improving the classroom environment, and illustrate various teaching methods. As such, the following summarizes the various culturally responsive teaching approaches in the multicultural classroom. First, educators should have foundational knowledge and cultural competence so that they can engage students with varying linguistic and cultural backgrounds. Second, teachers should be made aware of students` interests concerning their learning experiences and methods. And teachers should also be taken a detailed explanation of the intrinsic `essence` and `potential characteristics` of students culture. Third, it is necessary to develop and practice effective communication techniques that consider students` language, culture, and socio cultural backgrounds. Teachers should also establish the practical value of cultural empathy and consideration in the classroom through collaborative and horizontal dialogue practices. Fourth, teachers should actively include students in the learning process and establish high expectations for their academic achievement.

북한 소학교 2학년 국어 교과서에 나타난 언어 규범 교육 내용 분석 ―남북 비교를 중심으로

정경화 ( Jung Kyungwha ),권순희 ( Kwon Soonhee ) 국어교육학회 2019 國語敎育學硏究 Vol.54 No.2

본 연구는 남북한 초등학교 2학년 국어 교과서에서 공통적으로 다루고 있는 언어 규범에 해당하는 발음법, 맞춤법, 띄어쓰기, 문장 부호 교육을 중심으로 살펴보았다. 북한의 교육강령에서는 기초원리지식교육이라 하여 문법 교육 내용을 따로 제시하고 있다. 그러나 교과서에서는 듣기, 말하기, 읽기, 쓰기 영역(글짓기, 글자쓰기)에 제시하고 있고 언어 규범은 듣기를 제외한 다른 영역에서 다루고 있다. 주로 읽기 영역에서 문법 내용을 다루고 있으며 말하기, 쓰기 영역에서도 문법 지식을 일부 포함하고 있다. 남북한의 초등학교 2학년 교과서에 다룬 공통된 발음법은 연음 법칙과 된소리되기이다. 맞춤법은 소리가 비슷한 낱말과 자주 혼동하는 낱말, ‘소리와 표기가 다른 단어’를 중심으로 제시되어 있었다. 띄어쓰기와 문장 부호는 쓰기 교육에서 다루는 규범 교육이다. 남한에는 띄어쓰기를 교육하지 않는 대신 띄어 읽기를 교육하고 문장 부호는 남북한의 문장 부호의 종류와 용법의 차이가 있었다. 남북한이 초등학생의 인지 수준에 대한 고려가 달라 통일 후에는 이에 대한 논의가 필요할 것으로 보인다. This study focuses on pronunciation, spelling, spacing, and punctuation, which are common in Korean language textbooks of elementary school in North and South Korea. The pronunciation, spelling, and punctuation marks except for spacing are commonly used by the two Koreas in the second grade of elementary school. According to the achievement standards, there was a difference in the scope, content composition, and learning activity of each grade level. In North Korea’s educational program, basic principles and knowledge education are presented separately. In textbooks, however, they are presented in listening, speaking, reading and writing areas, and language norms are covered in all areas except listening. It mainly deals with the grammatical content in the reading area, and also includes some grammatical knowledge in the speaking and writing areas. The common pronunciation method in the textbooks of elementary school in North and South Korea is prolonged sound rule and Glottalization. The spelling was presented with words that are often confused with words with similar sounds, and ‘words with different sounds and notations’. The spacing and punctuation marks are the norms of instruction in writing education. In South Korea, there was a difference in handling reading education instead of spacing. The punctuation marks differed between the types of punctuation marks used in North and South Korea. According to the accomplishment standards of South Korea and North Korea, there was a difference in the scope, content structure, and method of learning activities of each grade in the textbooks. There is a need to discuss this issue after the unification because the consideration of the cognitive level of elementary school students in South and North Korea is different.

한국어 학습자의 언어문화 차이로 인한 표현 이해 간섭 양상 연구 -요청 화행을 중심으로-

권순희 ( Soonhee Kwon ),정경화 ( Kyungwha Jung ) 한국화법학회 2015 화법연구 Vol.0 No.30

This study aims to identify effective communicative measures, from a cross-cultural speech act perspective, by figuring out the reasons behind the pragmatic errors and failures arising from Korean learners’ linguistic and cultural distinctiveness through the analysis of the practical examples of learners from English-, Japanese-, and Chinese-speaking countries learners and Korean native speakers request speech acts. For this purpose, how Korean learners, compared to 51 native speakers of the above-mentioned languages, had spoken in various situations was looked into. Discourse completion tests and focus group interviews with survey participants were conducted to figure out how their request speech acts were expressed. The most frequently used request strategy used by the four groups was to ask about a possibility of being accepted, when it came to the frequency of a request being made by language. However, due to linguistic and cultural uniqueness, the responses, such as Japanese Korean learners using the imperatives of directly making a request and the learners from English-speaking countries not making a request to others, were scored relatively higher than those of the other language sectors. The degree to which the participant felt burdened when making a request per language and the difference made by the distinct characteristics of each linguistic and cultural sector in uttering speech acts are summarized as follows. First, as for Korean native speakers and Japanese Korean learners, due to their being considerate to seniors and the culture of senior-junior relationships, listeners, rather than speakers, scored higher on a scale for feeling burdened, than those of the other language cultures, in either public or private situations where they weremaking a request to listeners in power, irrespective of whether they had maintained a close relationship with each other. Second, Japanese Korean learners and Chinese Korean learners revealed different aspects in their auxiliary strategy when asking favors to others. While Chinese Korean learners proposed compensation or expressed gratitude in advance on the presumption that the listener would accept the speaker’s request, Japanese Korean learners expressed their feeling grateful in the form of feeling sorry because of Japan’s cultures of apologies and thanks. In addition, Korean native speakers scored high on a scale for the realization of politeness when the requests, good for the speaker, burdensome for the listener, were made. Third, in the English-speaking culture where a kept promise is valued, the degree to which one felt burdened was high regardless of how close, powerful, or private the relationship between speaker and listener might be. Also, even in the same Oriental linguistic and cultural sector, there was a difference in frequency in which one felt burdened when asking favors depending on whether their relationship was private or public. As for the Japanese Korean learners whose promise culture was as important as that of English-using cultures, the burden of asking favors was scored high as well.

해수로부터 용존 유기물의 Solid Phase Extraction을 위한 다수 시료 처리 장치

조기웅(Ki Woong Cho),정경화(Kyungwha Jung),신종헌(Jongheon Shin),김석현(Suk Hyun Kim),홍기훈(Gi-Hoon Hong) 한국해양환경·에너지학회 2000 한국해양환경·에너지학회지 Vol.3 No.3

관계 지향의 교사 화법을 위한 국어 교사의 수업 대화 유형 및 특징 연구

김윤경,백목원,정경화,류선옥,황혜린,임영주,권순희 이화여자대학교 교과교육연구소 2017 교과교육학연구 Vol.21 No.4

본 연구는 수업 대화에 나타난 교사의 수업 대화 유형을 질적으로 분석하여 유형별 특징을 도출한 연구이다. 10년 이상 경력의 중학교 국어 교사 2명, 고등학교 국어 교사 2명, 총 4명의 교사를 대상으로 2차시씩 총 8차시의 수업을 녹화하면서 참여관찰하였다. 이 수업을 전사, 분석하였다. Saldaña의 1차/2차 주기 코딩 방법에 따라 질적 자료 분석 도구인 Nvivo11을 활용하여 전사 자료를 분석하였다. 분석틀은 수업 대화를 그 목적에 따라 학습 대화와 생활 대화로 나누어 설계하였으며, 학습 대화는 전달-소통의 축으로, 생활 대화는 과업-관계의 축으로 나누어 분석을 진행하였다. 그 결과 4명의 교사 중 2명은 A형(전달-과업 중심), 2명은 B형(소통-과업 중심)으로 나타났다. C형(전달-관계 중심)과 D형(소통-관계 중심)은 나타나지 않았다. A형과 B형 모두 과업 중심의 생활 대화를 나누는 것으로 나타났는데, 이는 우리나라 수업 대화가 과업 중심적 대화가 두드러지는 양상이 있으며 관계 중심적 대화가 현격하게 부족하다는 것을 입증하는 결과이다. 교육의 궁극적인 목표는 교사를 매개로 한 학생과 세계와의 인격적 만남이므로, 관계 지향의 교사 대화법이 이루어져야 한다. 앞으로 교사 대화법의 개선을 위한 연구와 실천이 병행되어야 할 것이다. This study is qualitative analysis of the types and characteristics of the teachers’ in-class conversation methods. A total of 8 classes of 4 Korean language teachers − 2 middle school teachers, and 2 high school teachers − that have more than 10 years of experience were recorded and observed. Their classes were then transcribed and analyzed. According to Saldaña’s first and second cycle coding, this study used the qualitative data analysis tool Nvivo11 to qualitatively analyze the collected data. In addition, the conversations during class were divided into learning conversations and living conversations according to their purpose. The learning-related conversations were then analyzed by the delivery–communication axis while the living conversations were analyzed by the task-relationship axis. As a result, 2 out of the 4 teachers were found to be Type A (delivery-task) and 2 were Type B (communication-task). No one belonged to Type C (delivery-relationship) and Type D (communication-relationship). Most of the high school teachers belonged to Type A while the middle school teachers belonged to Type B. Both Types A and B were found to have living conversations focusing on tasks, and such results prove that conversations during class tend to be task-focused, which conversely evidences a significant lack of relationship-focused conversations in Korea. As the ultimate goal of education is to help students form a personal relationship with the world with the teacher acting as a medium. This study thereby argues that teachers should use more relationship-oriented conversations in the classroom. In the future, more research and action should go hand in hand to improve teachers’ class conversation.