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최형우 ( Choi Hyeong-woo ) 서울대학교 국어교육과 2024 先淸語文 Vol.53 No.-
This study emphasizes the need for ‘critical language awareness(CLA)’ education as a foundation for learners to grow into subjects to capture and transform unequal social power relations and ideologies through critical awareness of language, and to provide education that reflects the actual state of learners’ awareness. It was deemed necessary to select specific contents of CLA education at the secondary school level. To this end, the contents of CLA education at the secondary level were made visible by selecting contents that are fundamental and important in ‘CLA’ and worth learning meaningfully at the secondary school level and by forming ‘essential questions’. Finally, this study discussed ways to detail essential questions and provided examples of task design so that essential questions can be used to create tasks to be used in actual classes. The significance of this study’s composition of essential questions is that it explores content appropriate to the learner’s level so that CLA education can be implemented in secondary Korean language education. Teachers need to take into consideration both the level of learners and the social critical topics they need. The detailing aspect of the essential questions presented in this study may appear differently depending on the genre to be taught and learned.
사이시옷 규정 교육을 위한 개인적 문법 지식(IGK) 탐색 - 온라인 가나다 게시물을 중심으로
강지영(Kang, Ji-young),최형우(Choi, Hyeong-woo),구본관(Koo, Bon-kwan) 국어교육학회 2022 국어교육연구 Vol.- No.79
본 연구는 사이시옷이 학문적 정체성과 규범의 내적 합리성 측면에서 견고하지 않다는 점에 주목하여, 이에 대한 개인적 문법 지식을 조사하여 사이시옷 규정에 관한 교육의 방향을 제안하고자 하였다. 이를 위해 온라인 가나다 게시물을 중심으로 사이시옷에 관한 개인적 문법 지식(IGK)을 조사하고 귀납적으로 유형화하였다. 그 결과, 사이시옷 규정의 구성 요소, 질문자가 규정에 대하여 취하는 관점, 개인적 문법 지식이 가지는 내적 합리성이라는 세 가지 기준이 도출되었다. 이에 따라 분류된 개인적 문법 지식 중 비판적 관점에 터한 중간 정도의 합리성을 지닌 지식들이 교육적으로 주목되었는데, 이들은 CGK가 CGK(학문)과 CGK(규범)으로 이루어져 있다는 다층성을 인식하지 못하여 규범에 대한 경직적인 태도를 보였다. 따라서 IGK와 CGK(학문), CGK(규범)의 관계를 인식하도록 하여, 여러 지식들이 상호 작용하는 복합체로서 규범을 인지하는 교육이 필요하다고 판단하였다. 이에 의사 결정 모형을 활용하여 규범의 본질적 속성에 대한 교육을 사이시옷 규정을 중심으로 구안하여 제시하였다. 본 연구는 그간의 규범 교육이 개인의 문법 지식을 간과한 채 규범에 대한 이해를 중심으로 이루어져 왔음을 반성하고, 개인들의 주관적인 지식인 IGK를 탐색하여 이를 바탕으로 규범 교육의 방향을 마련하였다는 점에서 의의가 있다. This study tried to suggest the direction of education regarding the regulation of ‘Sai-siot’ by examining individual grammatical knowledge about it, noting that it is not robust in terms of academic identity and internal rationality of norms. For this purpose, ‘Individual Grammatical Knowledge(IGK)’ about ‘Sai-siot’ was investigated and typified inductively, centering on ‘Online Ganada’ posts. As a result, three criteria were derived: the components of the ‘Sai-siot’ regulation, the questioner’s point of view on the regulation, and the internal rationality of IGK. Among the IGK classified according to this, knowledge with moderate rationality from a critical point of view was noted educationally, and they showed a rigid attitude towards the norms because they did not recognize the multi-layered CGK consisting of CGK(academic) and CGK(norm). Therefore, education that recognizes the relationship between IGK, CGK(academic) and CGK(norm), and recognizes norms as a complex in which various knowledge interacts was necessary. Therefore, by using the decision -making model, education on the essential properties of norms was devised and presented with a focus on the ‘Sai-siot’ regulations. This study reflects on the fact that normative education has been focused on understanding norms while overlooking individual grammatical knowledge. The significance of this study is that it explored IGK, which is the subjective knowledge of individuals, and based it on the direction of normative education.
비판적 언어 인식의 교수학습 실천에 관한 체계적 문헌 고찰
이진현 ( Jinhyun Lee ),최형우 ( Choi Hyeong Woo ) 한국문법교육학회 2024 문법 교육 Vol.50 No.-
Through the systematic literature review method, this study collected and analyzed studies that showed the teaching and learning practices of Critical Language Awareness (CLA). Following the procedure of systematic literature review, 31 articles from domestic and international journals and dissertations were selected for analysis. Then, through content analysis of each study, we derived subcategories of research design and research content, which are the major categories of this study's analysis. For the research design, we set 'research method (qualitative or quantitative),' ‘target learners,’ ‘target language,’ and ‘effect analysis method'; for the research content, we set 'teaching and learning content,' 'facilitating and hindering factors of teaching and learning practice,' and 'teaching and learning effect.' As a result of analyzing the trends of the studies, the following implications were drawn. First, quantitative research needs to be activated in terms of research design. Second, the contents of teaching and learning tend to be categorized based on the characteristics of the language under study. Third, the definition and scope of CLA varied from study to study, and it was necessary to specify and clarify CLA's definition and goals according to the study's context. Fourth, a more detailed way to identify and describe learners' progress in measuring teaching and learning effects is needed.