8차 11-12학년 다중매체 선택 과목 교육과정의 비판적 검토

권혜령 우리말교육현장학회 2007 우리말교육현장연구 Vol.1 No.1

The 7th curriculum including the Leveled Curriculum was carried out gradually with dividing the National Common Basic Curriculum and Option Based Curriculum in elementary schools in 2000, middle schools in 2001 and high schools in 2002. Korea Institute of Curriculum and Evaluation(KICE) has analyzed the actual curriculum and prepared for developing a new curriculum since 2004 and announced a new curriculum in Feb. 2007. Under this circumstances, the new subject 'media language' is created in 11th and 12th grades with accepting the changed media condition and the different aspect of languages influenced by this situation. In this, we analyze and review the 'media language' critically in the new curriculum. At first, in 2.1, we think whether media language education is separated or absorbed in the whole education, though reviewing is followed by the order of curriculum (character - object - contents - method - evaluation). The media language education is included in the 6 parts in the National Common Basic Curriculum and separated with the Option Based Curriculum. In 2.2, the part of character points out the unclear concept of media language. The name of subject and main concept of 'media language' should be cleared and also needs to be used coherently with the Korean education in the National Common Basic Curriculum. In 2.3, the part of object and aim shows the validity of statement between the superior and inferior object. In addition, this also emphasizes we should think the media text aesthetically and critically. In 2.4, the part of contents indicates (1) the character of media language (2) media language and society and culture (3) acceptance and production of media language but they are not explained properly. Therefore, the best way is abstracting the contents related with the Korean education in media education and approaching with arranging these by concepts. In 2.5, the part of teaching and learning method and evaluation acclaims that the production in aim of curriculum developing is not realized well. Moreover, this mentions the knowledge and production should not separated. This also means that there is no way to know the standard of evaluation because educational contents, method and assessment are separated one another. Besides, the method of evaluation is just mentioned abstractly and theoretically. In media language education, the matter of hierarchical system, teaching and learning method and the standard of evaluation must be searched, discussed and agreed. Thus, it is necessary for teachers in schools and researchers in colleges to make a studying and practical community, actively study and discuss. 2000년 초등, 2001년 중학교, 2002년 고등학교에서 단계적으로 국민공통기본교육과정과 선택중심교육과정으로 구분하고, 수준별 교육과정을 도입한 제7차 교육과정이 시행되었다. 뒤이어 2004년 교육과정 평가원에서는 교육과정의 실태 분석과 새로운 교육과정을 개발하기 위한 준비를 하기 시작하여 2007년 2월 새로운 교육과정이 발표되었다. 새로운 교육과정에서는 변화하는 매체 환경과 그 속에서 언어의 존재 양상도 달라지는 것을 수용하여 11~12학년에 ‘매체 언어’라는 새로운 과목을 신설하게 되었다. 본고는 새로운 교육과정의 ‘매체 언어’ 과목 교육과정을 분석하여 비판적으로 검토한 것이다. 검토는 교육과정의 체계(성격-목표-내용-방법-평가)의 순서에 따르나 그에 앞서 2. 1에서는 매체 언어 교육이 국어교육의 전체 체계에서 독자적 영역으로 다뤄져야 할 것인지 기존의 내용 영역 속에 흡수되어 다뤄야 하는가의 문제에 대해 다루었다. 매체 언어 교육이 새로운 교육과정의 국민공통교육과정에서는 여섯 영역 속에 포함되어서 다뤄지고 선택심화과정에서는 독자적인 영역으로 다루는 형태를 취하고 있다. 2.2. 성격에서는 매체 언어의 개념을 명확히 밝히지 않은 점을 지적했다. 과목명이자 중요한 개념인 ‘매체 언어’에 대한 개념을 분명히 하고 국민공통기본과정의 국어과목에서도 개념을 일관되게 사용할 필요가 있음을 말했다. 2.3. 목표와 방향에서는 상위 목표와 하위 목표의 진술이 타당한가를 밝혔다. 그리고 매체 텍스트를 비판적 이해의 대상으로서만 바라보는 것이 아니라 심미적 관점에서 감상하고 즐기는 대상으로 바라보아야 한다는 점을 강조했다. 2.4. 내용에서는 (1) 매체 언어의 성격, (2) 매체 언어와 사회ㆍ문화, (3) 매체 언어의 수용과 생산으로 체계를 잡았는데 그에 대한 세부 내용이 적절하게 마련되어 있지 않다. 다른 연구의 성과에서 보는 바와 같이 매체 교육에서 국어교육과 관련되는 내용 영역을 추출하고 이것을 개념적으로 정리하여 접근하는 것이 지금으로서는 최선의 방법일 것이다. 2.5. 교수․학습 방법 및 평가에서는 교육과정 개발 방향에서 제작을 중시하겠다고 밝힌 것이 제대로 교육과정 상에 구현되지 않은 점을 지적하고 있다. 또한 지식과 활동(제작)이 분리되지 않고 다뤄져야 하는 점에 대해 말하였다. 교육과정 상에서 교육 내용과 방법, 평가가 분리되어 평가의 기준을 알 수 없는 문제를 지적하였다. 또, 매체 언어 과목과 관련된 평가 방법을 제시하기보다 추상적이고 원론적인 내용을 제시하는 데 그치고 있음을 문제 제기하고 있다. 매체언어 교육에서 위계화의 문제나 매체교육 교수․학습 방법 및 평가 기준과 방법은 지금 반드시 연구되어야 하고 새로운 교육과정이 적용될 시점에는 이에 대한 공론화와 합의가 이뤄져야 한다. 이를 위해서는 현장교사와 대학의 연구자들이 학문적․실천적 공동체를 마련하고 활발한 연구와 논의가 필요하다고 본다.

대중 매체 언어 연구의 목적과 방향

이정복(Lee, Jeong-bok) 한국어문학회 2014 語文學 Vol.0 No.124

Mass media such as newspaper, broadcasting and internet are the necessary companions of mankind and no longer inseparable from them in modern life. Language use in mass media leads people’s life to fun and lively condition. At the same time, it has powerful force to bring about linguistic changes. The internet as a multi-functional media has especially brought revolutionary changes in the way of language use. In this situation, various researches on the mass media language are increasing in Korea. In this paper, we review the recent research trends on the mass media language in Korea, and consider the purposes and directions of the study on it. Firstly, in section 2, the relationship between media development and language use is described. The fact is pointed that a new media is contributing to the improvement of people’s communication, and influence language use and linguistic change. In section 3, we review the recent research trends on mass media language. In quantitative terms, the studies on the language of internet media are accounted for a higher proportion more than studies on the language of print media or broadcasting media. The accesses to the study on media language are divided into three types as the normative approach, the descriptive/functional approach and the critical approach. The descriptive/functional approach is the main part of the study. In section 4, we suggest directions for the future research on the mass media language. First, the normative research should proceed considering the environmental particularity of the mass media. Second, the study on the mass media language should be carrying out to enrich the system of everyday language. Third, the language use in mass media should be described taking into account the various contexts or environments of mass media. Fourth, the critical study on the social functions of language in mass media should be increased.

일반 논문 : 국어교육계의 초기 매체교육 연구

정진석 ( Jin Seok Jeong ) 한국어교육학회(구-한국국어교육연구학회) 2010 국어교육 Vol.0 No.133

This study aims to survey the early media education that reflected media-related contents in the korean language curriculum and textbooks and to explain the meaning of early media education in the history of korean language education. First of all, this study examines media environment, social discourses on media, and the educational ideology of korean language education community in 1955 when media was introduced for the first time in the korean language curriculum and textbooks. The outcome shows that first, korea had media environment at the elite stage in the 1950s, second, the press and the academic circles produced enlightening discourses on media actively and third, media was regarded as one of language experiences necessary in life, and was accepted as a subject of education. Next, this study discusses how media are included as educational contents in the korean language curriculum and textbooks. At that time, media presented in the curriculum and the textbook were radio, telephone and movie. media was regarded as one of language experiences necessary in life. The focus of telephone learning was mainly on telephone etiquette. The focus of radio learning was mainly on understanding the characteristics of media language. the history and characteristics of movies were presented as main educational contents. Thirdly, this study explains the process of the decline of early media education. The outcome shows that early media education vanished as enlightening negative on media and discipline-centered education had been widespread. Finally, this study draw four conclusions related to historical status and significance of korean language education. Firstly, korean language education community can claim historical legitimacy of present media language education based on past early media education. Secondly, early media education gave the students of those days a chance to study and experience the media. Thirdly, it is quite important to develop a view of the language shared by korean language education. Fourthly, korean language education community need a chance to reflect on relationship between korean language education and background disciplines.

포스트-소비에트 미디어 언어의 변화 양상 : 대화성을 중심으로

남혜현 중앙대학교 외국학연구소 2010 외국학연구 Vol.14 No.1

This study observes the many different techniques of dialogicity in the language of the mass media in the Post-Soviet era and attempts to determine how these techniques realize the new strategies of the Russian mass media and what kind of role they play in democratizing the language of the media in general. A typical journalist in the Post-Soviet era expresses himself in a language that is rather emotional and free from the stylistic limitations of the past. Through the use of such language the journalist makes active attempts to affect the reader's consciousness. The journalist would seek innovative language rather than follow stock expressions or styles; as a result he often relies on colloquial language or even uses slang. In order to affect the reader's consciousness most effectively, the journalist actively utilizes the techniques of giving dialogicity to a basically monologue-style text. Most frequently used technique in Post-Soviet era journalism presents the text in the style of a conversation that sets up the journalist as the speaker and the reader as the listener. Other techniques include posing various questions, quoting from others, and reductions in syntax. The journalist, using these techniques, gets linguistically closer to his readers and gains the effect of equal communication. Such techniques of dialogicity not only helps the journalist achieve his goal of involving the readers in his text, but also appears as a way of democratizing the language of the Russian mass media. The said democratization process, which started at the end of the 20th century, has changed the reader's position from that of a passive listener to an equal and active participant in the conversation with the speaker. Today the language of the media greatly affects the literary language as the model of language use of the general public. It also plays the role of producing the standard language norms, which was once the role of the language in works of literature by writers. In addition, the language of the media opens up vocabulary from various spheres to be integrated into literary language, presents new genres of media texts, creates sophisticated techniques in discourse and debate, and enriches the Russian language in general. Therefore it is also necessary to acknowledge and justly appreciate the achievements of the language of the media in the Russian literary language. This study observes the many different techniques of dialogicity in the language of the mass media in the Post-Soviet era and attempts to determine how these techniques realize the new strategies of the Russian mass media and what kind of role they play in democratizing the language of the media in general. A typical journalist in the Post-Soviet era expresses himself in a language that is rather emotional and free from the stylistic limitations of the past. Through the use of such language the journalist makes active attempts to affect the reader's consciousness. The journalist would seek innovative language rather than follow stock expressions or styles; as a result he often relies on colloquial language or even uses slang. In order to affect the reader's consciousness most effectively, the journalist actively utilizes the techniques of giving dialogicity to a basically monologue-style text. Most frequently used technique in Post-Soviet era journalism presents the text in the style of a conversation that sets up the journalist as the speaker and the reader as the listener. Other techniques include posing various questions, quoting from others, and reductions in syntax. The journalist, using these techniques, gets linguistically closer to his readers and gains the effect of equal communication. Such techniques of dialogicity not only helps the journalist achieve his goal of involving the readers in his text, but also appears as a way of democratizing the language of the Russian mass media. The said democratization process, which started at the end of the 20th century, has changed the reader's position from that of a passive listener to an equal and active participant in the conversation with the speaker. Today the language of the media greatly affects the literary language as the model of language use of the general public. It also plays the role of producing the standard language norms, which was once the role of the language in works of literature by writers. In addition, the language of the media opens up vocabulary from various spheres to be integrated into literary language, presents new genres of media texts, creates sophisticated techniques in discourse and debate, and enriches the Russian language in general. Therefore it is also necessary to acknowledge and justly appreciate the achievements of the language of the media in the Russian literary language.

대중매체 언어와 국어 음운론 연구

한성우(Sung-Woo, Han) 어문연구학회 2008 어문연구 Vol.58 No.-

This paper has its purpose on depicting characteristics of mass media language and finding out the desirable attitude researchers should take towards it. Characteristics of Mass media language 1. Mirror and Attic : Mass media composes itself with the characteristics of a mirror : reflecting everyday language, and with that of an attic : conserving language of a particular period of time. Based on the properties of mirrors, researchers study mass media language as part of Korean language, and thoroughly study languages of the past based on the property of an attic. 2. Copy-cat and Disturber : Mass media is comprised of character of a copycat : copying negative sides of everyday language and with that of a disturber : spoiling everyday language, Due to these properties, negative aspects of mass media language have been embossed in the studies made so far. 3. Protector and Guide : Mass media composes itself with characteristics of a protector : preserving our own language and with that of a guide : leading our language to a desirable direction. Because of these properties it has been stressed that mass media language follows a standard rule and become a right word. Current Attitude towards Mass media language 1. A vigorous schoolmaster : Many Korean linguist have bitterly criticized the problems aroused by mass media language. This attitude criticizes the characteristics of a copy-cat and disturber the mass media shows, and stressing on the roles of a protector and a guide. 2.Swift erudite : Recent researchers have progressed on a variety of Korean researches on mass media. This attitude focuses on the characteristics of a mirror and an attic the mass media has. 3. Inconsiderate spectator : Some researchers have not put much interest on mass media and it's language. This attitude reflects that they think mass media language neither as an object for a research nor a target for criticism and correction. Directions of Korean Phonemics Research toward mass media language 1. Open schoolmaster : Korean linguist should treat mass media language based on the features of mass media and the intrinsic attribute of language. Thus an open schoolmaster should study due to intrinsic principles of language and use this result to advise mass media to an admittable extent. 2. Diligent erudite : Korean linguist should study mass media language in an accurate and organised manner. Thus they should be able to collect and organize various data from mass media and accurately analyze it. 3. Constructive spectator : Korean linguist should show a positive attitude to solve problems aroused in the mass media language area. They should communicate right knowledge and viewpoint to people engaged in mass media language and give appropriate advice when making exams and programs.

단어와 "매체" -통합 교과서를 지향하며-

이현희 ( Hyunhee Lee ) 한국문법교육학회 2016 문법 교육 Vol.26 No.-

In the 2015 revised Korean curriculum, media studies is independent from other Korean elective subjects, and has been combined with grammar studies into the new elective subject Language and Media. Moreover, the title ‘grammar’ has been changed to Korean. The problem is that the new curricular focus is on spoken and written media language. Media language is very different in its form, usage, and pragmatic features from typical language. That means that in a Words and Media textbook, the grammar changes dramatically beyond simple descriptive grammar. In this study, we therefore aimed to develop several ways to incorporate media language in ludee, wevery different is. For this, we studied Reading and Grammar textbooks produced shortly before the new Korean curriculum and investigate the media language therein. We then explored ways of treating and including media language according to the outcome standards in the revised Korean curriculum. Three key findings emerged from the study. First, we note that many words that pass the bounds of typical concepts of words or parts of speech were included in the research. If media language is included in definitions of grammar, it is necessary to consider words that consist of just one consonant or mark. Second, we suggest extending word formation methods from one simple word to several derivation and compound words, like in the case of nubi, a video about Korean traditional clothes. Especially, new coinages are used for studying about various word formation ways apart from derivations or compounds. Last, we examine close meaning shifts or expansion appearing in media language. The implications of the study include clues as to ways of integrating grammar and media language in Korea’s Language and Media textbooks.

문장과 매체

신호철 ( Hocheol Shin ) 한국문법교육학회 2016 문법 교육 Vol.26 No.-

The study discusses the concerning about integration of grammar and media language into the new subject ``Language and media`` especially attempts to unify through relationship between sentences and media language. The purpose of this study is finding common and different points between sentences and media language, possibility of integration, and way to integration. First, the study focused on media at sentence level that is an unit of grammar. For this, the researcher finds correlationships between language and media through previous discussion and how media and sentences, unit of language, are related. Conversely, the researcher finds how sentences are developed in media language. Finally, the study divides achievement standards of 2015 curriculum``s subject ``Language and media`` into achievement standards of sentences and media and suggests way of integration around achievement standards of sentences. Here the study integrates 2 sentence-single achievements with media language achievement standard and sentence-single achievement standard and media-language-single achievement standard because they have similar educational contents. And the study suggests the way of integrated configurations for 2 integrated achievement standards those are integrations of sentences(or grammar) and media language.

다문화 시대의 미디어 문식성 교육을 위하여

이미숙(Lee Mi-sook) 우리말교육현장학회 2008 우리말교육현장연구 Vol.2 No.2

본고는 다문화 가정 자녀들에게 미디어 문식성이 갖는 의미와 그 문식성을 신장하기 위한 매체 언어 교육의 방향, 그리고 구체적인 방법을 사례 중심으로 정리한 논문이다. 다문화 가정 자녀들에게 미디어와 관련된 언어 능력이 갖는 더 중요한 의미는 미디어는 언어기능을 넘어서서 언어문화의 장이기 때문이다. 현대사회의 소통에서 ‘미디어’의 위상은 ‘미디어’가 새로운 문화를 중계하고, 창조하는 현상의 중심에 있다는 점에서, 특히 다문화 교육과 중요한 관계를 맺는다. 다문화 가정의 자녀들에게 필요한 한국어 사용 능력에 ‘매체 언어 능력’이 고려되어야 한다. 다문화 가정의 자녀들에게 있어 미디어 문식성이 갖는 의미는 다음과 같이 두 가지로 보았다. 먼저 언어 공동체로 편입 혹은 새로운 언어 공동체의 주체가 되고자 할 때에 멀티미디어 문식성이 이 학습자의 전통적 문식성을 확장하고 심화시키는 데에 핵심적인 역할을 한다는 점이다. 두 번째로는 다문화 공동체를 유지하고 발전시켜 나아가는 능력이 된다는 점을 살폈다. 이어 다문화적 의사소통능력 신장을 위한 매체 언어교육 방향을 제안하였다. 먼저 다문화적 정체성을 성찰하는 매체 언어 교육을 위해서 ‘일상생활 매체로부터 시작하기’, ‘학습자로 하여금 자기 정체성 표현 기회를 제공하기’의 사례들을 살펴보았다. 그리고 다문화적 소통방식을 탐색하는 매체 언어 교육으로는 ‘시각이미지의 적극적 수용’과 ‘인터넷과 휴대전화 매체의 영향력 고려하기’와 관련한 내용들을 다루었다. 언어문화 경험은 한 개인의 정체성 발달에 핵심적인 역할을 담당한다. 전통적인 관점에서의 언어 기능만 가르치는 다문화 교육으로는 부족하다는 현실 인식에서 출발하여, 매체 언어 교육을 통한 멀티미디어 문식성 신장을 새로운 목표로 제시하고자 하였다. This paper is a thesis which is organized based on cases for the significance that media literacy has on the children of multicultural families, objective of media language education for raising such literacy and the specific methods. The more important significance that language ability related to media has on the children of multicultural families is that the media is a place for language culture which goes beyond the function of language. The position of 'media' in the communication of modern society forms an important relationship especially with the multicultural education from the fact that 'media' relays a new culture and is at the center of creating status quo. The 'media language ability' has to be considered in the ability to use Korean which is necessary for the children of multicultural families. The significance which media literacy has for the children of multicultural families has been considered as the following two things. First, it is the fact that multimedia literacy plays a key role in extending and deepening the traditional literacy of the learner while entering the language community or trying to become a subject of new language community. Second, the fact that it becomes an ability to maintain and develop multicultural community has been examined. Next, a media language education objective for raising multicultural communication ability has been proposed. First, the cases of 'starting from the daily life media' and 'providing the student an opportunity to express self identity' have been examined for the media language education to self-examine the multicultural identity. And for the media language education to search for multicultural communication method, the details related to 'active accommodation of visual image' and 'considering the influence of internet and cellular phone media' have been dealt with. The language culture experience is in charge of a key role in developing the identity of one individual. Starting from the awareness of reality that the multicultural education of teaching only the language in the traditional standpoint, the extension of multimedia literacy through media language education was attempted to be presented as a new goal.

고등학교 소설교육에서 영화매체 수용의 적합성 연구 - <오발탄>과 <내 마음의 풍금>을 중심으로 -

양정임 ( Jung Im Yang ) 東亞大學校附設 石堂傳統文化硏究院 2015 石堂論叢 Vol.0 No.61

2007 개정교육과정에서 고등학교 국어교육의 선택과목으로 <매체언어>가 편성되었다. 그러나 어떤 설명도 없이 2009 개정교육과정에서 <매체언어> 과목이 삭제되었다. 대신 국어교육에 다양한 매체를 활용하도록 교육과정에 명시하고 있다. 그리고 2011 개정교육과정을 반영해 편찬되고 있는 문학교재에서 ‘매체 언어’의 비중이 높아졌다. 이렇듯 들쑥날쑥한 교육과정의 원인은 교육이론과 교육현장의 현실적 문제가 충돌하고 있다는 증좌라 할 수 있다. 본 연구는 문학교육에 도입된 ‘매체 언어’ 중 소설교육에서 수용하고 있는 ‘영화매체’에 중점을 두고 고찰했다. 문학 교육과정에 명시된 교육목표와 문학교재 편성방향의 적합성, 문학교육에서의 영화매체도입의 적합성을 논했다. 문학 교육과정에 명시된 ‘매체 언어’의 교육목표는, ‘매체 언어에 대한 통찰력과 비판적 사고력, 창의적 사고력, 창의적 소통 능력’을 함양하는 것이다. 즉, 소설교육에 영화매체를 도입한 것은 디지털시대에 걸맞은 소통방식을 교육하기 위함이다. 그러나 본 연구에서 문학교재와 교사용 지도서를 분석한 결과, 보조 자료로 영화매체를 가지고 왔을 뿐 그 이상으로 나아가지 못하고 있음을 알 수 있다. 이렇듯 ‘매체 언어’ 도입을 통해 교육부가 지향했던 교육본래 의의를 상실했다면 이는 폐기하는 것이 바람직하다고 본다. 그럼에도 불구하고 변화하는 현대사회에 걸맞은 문학교육을 위해 영상매체 도입이 불가피하다고 보는 것이 대세라면, 현실적인 대안이 필요하다. 본 논의에서 이러한 현상을 전제로 몇 가지 대안을 제시해보았다. 첫째, 소설을 영화화한 텍스트를 편성하기 위해서는 고등학교문학교육에 가장 적합한 텍스트가 선정되어야 한다. 텍스트 선정은 각분야의 전문가들(문학, 교육학, 영화, 현직 교사)이 함께 논의를 거처이루어져야 한다. 둘째, 학습자가 영화매체의 의의와 문제점을 성찰할 수 있도록 안내하기 위해서는, 교사가 다양한 ``매체 언어``에 대해 탄탄한 지식을 갖추고 있어야 한다. 이를 위해서 교육부의 대책이 필요하다. 셋째, 학습자로 하여금 영상매체에 대한 ‘비판적, 창의적 사고력’을 갖도록 하기 위해서는, 문학교재가 ‘문제 중심 학습방법’으로 재편될 필요성이 있다. 그러나 이 대안들 역시 ‘매체 언어’의 교육목표를 위한 기존의 비현실적인 교육여건 문제가 개선될 때 가능하다. This study is about the suitable of the media movie that was introduced to novel education of high school. The study consider a position of the movie media in novel education focused on Aimless Bullet . Comparative study about the media features of the novel and the movie has been addressed repeatedly in the preceding paper. Generally, it has something in common with previous studies. After presenting the differences and similarities in the beginning, and compare with novel text in textbooks. Previous studies have common problem. The thing with them is, these studies do not provide any educational effects can be expected that the introduction of the movie media in novel education. Thus, this study started with the objection on the universal discussion of others. It is true that introduction of visual media in literature education is nonetheless fit for the effectual communication. If so, critical media education should be preceded that is acceptable to learners. If no prior training, it is possible to add to the problematic situation of students losing interest in the written language. It is that defenceless students is exposed with practical visual media. If using the media language is a tool for enhancing more interest of class, dare not even need to deal with in the curriculum. However, this is not the purpose of taking the ‘media language’ into the novel education. Education officials should have to consider again for revive the spirit of the media language education in presented curriculm. The phenomenon that ‘media language’ is inserted for organizing materials fit for the digital age is problematic. There are gaps with training goals of literature education. <media language> is organized by the high school elective courses of native language education in curriculum revision 2007. However, <media Language> suddenly disappear from the curriculum revision 2009, the reason is estimated to be unrealistic field education. Meaning of that ‘unreality’ implies lots of things. First, the problem may be in the entrance examination-oriented education, or economic policy. Second, the leadership skills of front-line teachers in high school education. Third, it can be referred to the limitations of the capacity of learners completing the language course.

학문 목적 한국어 학습자의 미디어 언어 교육 방안 연구- 한국어와 미디어의 강의 사례를 중심으로 -

이윤자 한국문화융합학회 2019 문화와 융합 Vol.41 No.2

Digital resources are changing the existing media-language from linear, sequential, and continuous composition forms into non-linear, non-sequential, and non-continuous forms. Even Korean learners for academic purposes are demanding the available capacity in order to gain easier and faster access to this media situation. A deeper approach to the methodology or the direction of media-language education is necessary. Media-language carries out a linguistic function that is symbolized as voice, text, image, and video in the process of delivering a message through a particular medium. Thus, it becomes a key part of media-language education. Bearing in mind the necessity for new media-language education in the current context of Korean language education, given that the literacy environment is changing today, this study suggests the need for an appropriate teaching-learning strategy. This will prove to be vital when diverse learning devices and materials through computer or digital media become the major learning materials down the road. Diversification in learning media leads to changes not only in the learners’ modes of study, but also in the general concepts of learning, as well as the goals and objectives of educational content, in many ways. These situations are ultimately containing a prerequisite as saying of being likely to be requested a qualitative change in a teaching- learning strategy for a curricular-subject class of Korean language education, especially for Korean language for academic purposes. An instructor needs to have media competence, and above all, be equipped with designing teaching-learning methods in line with such competence by grasping what the learners demand in each situation and level. There is a need to consider theme-setting in delivering the contents through different media, as well as the functional role of the mediaitself, and even the formation of a discussion and a value on this, with weighing how efficiently the given media based on an analysis on learners can be educated in the aspect of progressing teaching-learning.