‘중증의사소통장애 아동을 위한 Body Language 체계’의 이해 가능도 조사 연구

이효주,서창원 한국지체.중복.건강장애교육학회 2018 지체.중복.건강장애연구 Vol.61 No.2

연구목적: 본 연구에서는 중증 의사소통 장애를 가진 아동들이 보완 대체 의사소통으로 손쉽게 사용할 수 있는 ‘중증 의사소통 장애 아동을 위한 Body language 체계’의 개발에 있어서 일반 성인들의 이해가능도를 조사하기 위해 실시하였다. 연구방법: 100명의 일반 성인을 대상으로 각 80개의 ‘Body language’와 수화 어휘에 대한 정답률을 조사하였다. 약 10분 동안의 영상이 재생되는 동안 해당 영상이 표현한다고 생각하는 어휘를 선택하는 사지선다의 형태의 설문을 작성하는 방식으로 진행하였으며, 결과에 대한 빈도와 백분율을 산출하였다. 연구결과: ‘Body language’의 정답률은 73.08%, 수화의 정답률은 41.68%로 ‘Body language’의 이해 가능도가 더 높은 것으로 나타났다. 오답 패턴을 분석한 결과 설문에 응한 대상자들은 두 체계 모두에서 표현되는 몸짓의 도상성이 높아 의미 전달이 더 투명한 어휘를 주로 선택한 것으로 나타났다. 결론: ‘중증의사소통장애 아동을 위한 Body language 체계’는 일반 성인으로 하여금 높은 이해 가능도를 보여, 일상생활에서 유용하게 사용할 수 있는 보완 대체 의사소통 수단이 될 것으로 사료된다. 이러한 결과를 바탕으로 ‘Body language 체계’의 개발에 대한 보완점과 시사점을 제안하였다. Purpose: The purpose of this study is to investigate the possibility of a typical adult in the development of the body language system for children with severe speech disorders. Method: We examined the accuracy of 80 'The body language system for children with severe communication disorders' and sign language words for 100 normal adults. While the image was played for about 10 minutes, a questionnaire was made to select the vocabulary that the image represent, and the frequency and percentage of the results were calculated. Results: 'The body language system for children with severe communication disorders' had an accuracy of 73.08% and sign language accuracy was 41.68%. As a result of analyzing the wrong answer pattern, the subjects who responded to the questionnaire showed that the gesture expressed in both systems was high, so that the words of meaning was clearer. Conclusion: Based on the results, we suggested supplements and implications for the development of 'The body language system for children with severe communication disorders'.

Pygmalion에 나타난 몸의 아비투스

윤소영 한국현대영미드라마학회 2012 현대영미드라마 Vol.25 No.2

Pygmalion(1912) written by George Bernard Shaw is a salient play to show the relationship between language and body. Shaw presents a flower girl named Eliza on the stage, so as to describe a whole process of transformation of a flower girl into a lady through arduous language training by Prof. Higgins. What class people will belong to is based on Bourdieu’s habitus, which comprises social capital, economic capital and cultural capital. Especially, according to their language practice, people can be categorized. Thus, language use is an index to reveal the difference between classes. A woman, who cannot speak English properly, is like a squashed cabbage leaf from the viewpoint of Higgins, an English linguist, and sometimes she is treated as a thing by him. What is important in this text is Higgins tries to open a possibility to make Eliza a new person by training for six months to speak English properly and fluently. After his experiment, Eliza became a different person so that she realized that she could not go back to her past life. She is equipped with decent language, thus being recognized as a Hungarian princess by Nepommuck, who is not only a multilingual interpreter but a disciple of Higgins. What is noteworthy is that Higgins’s language experiment on her enables Eliza to speak adequate English as if she were a member of high class society. In so doing, something interesting happens. Her body as well as her language use is changed outstandingly and remarkably. In the end, practising new language of other classes leads to transformation of Eliza’ body and language use. In this paper Shusterman’s soma is adopted to present not a corporeal body as flesh but a somatic body which is to feel and conceive. In this vein, Eliza’s body represents Shusterman’s soma in that her body includes her feeling and consciousness of life. In addition, Bourdieu’s habitus shows what class Eliza can belong to through what kind of capital she has. Although she is equipped with proper language as cultural capital, she faces identity crisis since she has no economic and social capital. In conclusion, as one’s language use is changed, one’s body can be changed as well in that the relationship between language and body is close enough to be inseparable. One’s body represents a whole thing which is composed of one’s verbal & non-verbal language and one’s thought & mind.

한국어 교육을 위한 신체언어 선정 연구

이명애(Lee, Myeong-ae) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.7

본 연구는 한국어 교육에서 원활한 의사소통을 위해 필요한 한국 신체언어의 목록을 마련하여 제시하는 것이 목적이다. 신체언어는 문화 간 의사소통에 필수적인 기제임에도 불구하고 현재 한국어 교육에서 이를 체계적으로 적용하고 있다고 보기 어렵다. 이에 본고는 한국어 교육을 위한 신체언어의 선정 기준을 마련하고 이를 바탕으로 전문가와 학습자를 대상으로 하여 설문 조사를 실시하였다. 이제까지 수집된 신체언어에 대해 2018년 6월 한국어 교육 전문가 25명을 대상으로 적합성 판정 조사를 실시하여 CVR(내용타당도비율) 값으로 타당성이 확인된 42개 항목을 1차로 목록화 하였다. 이 가운데에서 학습자의 인지 수준과 요구에 부합하는 신체언어를 찾고자 2018년 9월 국내 대학 기관에 재학하는 164명의 외국인 학습자를 대상으로 6개의 지역 범주로 나누어 설문 조사를 실시하고 그 결과를 SPSS 프로그램을 사용하여 통계분석 하였다. 분석 결과로 한국과 문화적 차이가 크다고 여겨지는 지역이 신체언어에서도 차이가 보다 크며 한국 신체언어에 대한 인지가 더 어렵다는 것을 알 수 있었고, 최종적으로 25개 항목에 대한 인지가 낮아 이의 교육이 필요함을 파악할 수 있었다. 또한 학습자들도 신체언어 학습에 대해서 상당히 필요하다고 생각하는 것으로 나타났다. 이러한 통계적 분석 결과를 토대로 한국 신체언어의 목록을 작성하고 음성언어와의 통합적 교수·학습의 내용 구성을 제안하였다. The purpose of this study is to prepare and present a list of Korean body language needed for smooth communication in Korean language education. Although body language is an essential mechanism for intercultural communication, it is hard to say that it is applied systematically in Korean language education. In this regard, this study established the selection criteria of body language for Korean language education and conducted a questionnaire survey for experts and learners. So far, the collected body language was analyzed by the Korean language education experts and the 42 items that were validated by the CVR (content validity ratio) value were listed first. In order to find the body language that meets the cognitive level and needs of the learners, 164 foreign learners attending domestic university institutes were divided into six regional categories and analyzed using the SPSS program. As a result, it was found that the regions where cultural differences are considered to be largely different from those of Korea are more different in body language and that it is more difficult to recognize Korean body language. It was also found that learners needed a great deal of body language learning. Based on the results of this statistical analysis, we made a list of Korean body language and suggested the composition of the contents of teaching and learning integrated with the voice language.

쿳시의 소설에 드러난 몸과 언어: 『야만인을 기다리며』와 『포우』를 중심으로

윤영필 영미문학연구회 2004 안과 밖 Vol.17 No.-

Critically acclaimed as the rare combination of postmodernism/ poststructuralism and postcolonialism, Coetzee’s novels not only show remarkable sensitiveness to the discursive practices but also bring to the fore the undeniable existence and power of (colonial) body. Focusing on the thematics of body, this paper proposes to examine the relationship between body and language in his Waiting for the Barbarians and Foe. While problematizing the transparency of discourse and interpre- tation, Waiting for the Barbarians bears firm witness to the resilient power of the suffering body. This is most evident in the barbarian girl whose body recovers from the torture of Empire and frustrates the vaguely sexual and insistently interpretive power of the magistrate-narrator. And it is his bodily pain that helps to lead the narrator to an ethical awakening, a painful recognition of the imperialist implications of his interpretive will and liberal humanism. On the other hand, Foe explores the relation between the body and the language, rather than the meaning of the body itself. While the constitutive power of narration is powerfully evoked, its concomitant danger of ‘endless doubting’ is shown to be countered only by the substantial existence of body/reality. Moreover, this novel inquires whether or how much it is possible for the colonizer’s language to represent the truth of the colonized body. This paper concludes by pointing out a couple of problems Coetzee’s novels confront. Laying too much emphasis on the body with its pain, his novels fail to address some other vital aspects of the human body. They also fail to move beyond the allegorical level to a more fully envisaged representation of the colonial body, namely, to the postcolonial subject that utters for him/herself and actively participates in the historical process.

韓國語敎育을 위한 한·태 身體言語 對照 硏究

사시완낙콩,한재민 한국어문교육연구회 2022 어문연구(語文硏究) Vol.50 No.4

This study aimed to adduce the educational implications for Thai Korean learners of contrasts in Korean and Thai body languages. The analysis results indicate that 113 items were similar in gesture and meaning. The remaining 37 Korean items either did not match the corresponding Thai items in gesture or meaning or were used only in Korea. This study focused on the differences and presented the educational implications of the body language of the two countries. If an item of body language had the same gesture but a different meaning, it was considered obscure body language that must be studied first. However, if a body language item had the same meaning but different gestures, it must be categorized as creating a difficulty in understanding and taught first. The body language items that exist only in Korea must be explicitly taught and could be linked to Korean cultural education. An analysis of the Thai secondary school textbooks indicated that the body language that Thai learners may find difficult due to the lack of knowledge must be taught separately and must be dealt with in various areas, such as culture, reading, and illustration, during the development of a textbook. This study is meaningful as it fills the gap created by the absence of studies that contrast and analyze the body language of both countries. 사시완 낙콩·한재민, 2022, 한국어교육을 위한 한·태 신체언어 대조 연구, 어문연구, 196 : 383~410 본 연구의 목적은 한국과 태국의 신체언어를 대조 분석을 함으로써 태국인 학습자를 위한 교육적 시사점을 도출하는 것이다. 분석 결과, 양국의 신체언어가 동작과 의미가 일치하는 것이 113개였고 나머지 37개는 태국의 신체언어와 동작 혹은 의미가 일치하지 않거나 한국에만 존재하는 고유의 신체언어로 나타났다. 본 연구에서는 양국 신체언어의 차이점에 중점을 두고 교육적 함의를 제시하였다. 먼저 양국의 신체언어가 동행위 부분동의(同行爲 部分同意), 동행위 이의(同行爲 異意)인 경우에는 오해의 소지가 있는 항목들을 우선적으로 교육해야 한다. 그리고 이행위 동의(異行爲 同意)인 경우에는 의미 추측이 어려운 항목들을 선정하여 가르쳐야 한다. 또한, 이행위 이의(異行爲 異意)인 경우에 명시적인 학습이 필요하며 문화 교육과도 연계가 가능하다. 마지막으로, 태국 중등학교 교재 분석을 통해 교재 구성에서 태국인 학습자의 지식 부족으로 문제가 발생할 수 있는 항목들을 고려할 것과 삽화뿐만 아니라 문화나 읽기 등 다양한 영역에서 신체언어를 다룰 것을 제안하였다. 본 연구는 그동안 양국의 신체언어를 대조 분석한 연구가 없었던 상황에서 이를 본격적으로 다루었다는 점에 의의가 있다.

언어재활사의 몸짓언어중재 실태와 ‘표준 몸짓언어 체계’ 개발의 필요성 조사연구

이효주(Hyo Joo Lee),서창원(Chang Won Seo) 한국언어치료학회 2017 言語治療硏究 Vol.26 No.4

Purpose: The present study aimed to investigate body language intervention by speech language pathologists (SLP) and the necessity of developing a body language system. Methods: Three areas were measured via questionnaire: SLPs basic information and working information, the characteristics of intervention subjects, including the actual condition of language intervention using gestures (body language), and the necessity of developing a standardized body language system.Questionnaires were emailed to SLPs and 113 responses were collected. The frequency and percentage of the collected questionnaires were analyzed. Results: First, autistic spectrum disorder and intellectual disability were the most common disabilities of the subjects who had language intervention. The main problem with subjects was the problem of expressive and receptive language. In addition, 84.1% of SLPs had mediated subjects with limited use of spoken language. Second, gestures were the most frequently used complementary means of communication used for subjects with limited use of spoken language; when using gesture mediation, most SLPs used gesture intervention systems designed by themselves Third, the rate of SLPs who answered yes to the need for development of a standard gesture language system was 95.6%. Conclusions: The results of this study confirmed the actual condition of body language intervention in the clinical field. In the actual language rehabilitation field, the number of subjects with limited spoken ability requiring AAC was high and intervention using gestures was mainly conducted for these subjects. In addition, we suggested the development of a standard body language system which could be useful for SLPs, and the requirements for the development of such a system.

몸 철학의 국어교육적 의미 탐구 -Merleau-Ponty를 중심으로-

이호형 ( Ho Hyung Lee ),김혜숙 ( Hey Souk Kim ) 국어교육학회 2014 國語敎育學硏究 Vol.49 No.1

이번 연구는 Merleau-Ponty의 몸 철학이 국어교육의 철학적 배경으로 적용될 수 있는 가능성을 살피는 것을 목적으로 한다. Merleau-Ponty의 몸 철학이 ‘애매성의 철학’으로 불릴 만큼 모호한 부분이 많음에도 불구하고 국어교육에 적용시키려 했던 이유는 Merleau-Ponty의 몸 철학이 경험적인 측면과 윤리적인 측면에서 해석되고 있어, 국어교육의 철학적 배경이 될 수 있다는 판단 때문이었다. 그 결과, 우선 국어교육에서의 경험은 언어적 경험을 넘어선 생활세계에서의 다양한 경험으로 나아가야 함을 제시하였다. 즉 체현된 경험을 국어교육의 교육내용으로 삼을 때 비로소 전인적인 발달이 가능함을 밝혔다. 다음으로 국어교육은 기호적 경험을 언어로 표현하는 교과로 거듭나야 함을 제기하였다. 이는 복합양식적 텍스트를 이해하고 생산하는 교육이 필요하다는 언어 환경적, 시대적 요구에 기인한 것으로 보았다. 한편 윤리적인 측면에서는 몸 도식과 습관이 신체가 행사할 수 있는 능력임을 들어, 국어교육에서의 태도 범주에 속한 습관 역시 실제 체험을 바탕으로 교육적 설계가 이루어져야 함을 주장하였다. 즉 실질적 교육내용이라야 학습자의 총체적인 언어 능력을 담보할 수 있다는 것이다. 다음으로 ‘살’이 갖는 가역성을 배려와 연관지어 국어교육에서도 체현된 배려가 필요함을 보였다. 즉 학습자들의 실제 언어 현실을 그대로 사용하여 배려의 필요성을 체득해야 함을 주장하였다. This study aims at finding possibilities to apply the body philosophy to Korean language education`s philosophical base. A reason to apply it to Ko-rean language education, while Merleau-Ponty`s body philosophy is called “ambiguity philosophy” had lots of ambiguous parts, is on a judgement that Merleau-Ponty`s body philosophy is interpreted in “experience” and “ethi-cality”, so it could be a philosophical base of Korean language education.As a result, the experience in Korean language education would be a various experiences on life-world beyond linguistic experiences. That is, the embodied experience as Korean language educational contents could lead the whole-person development. And then, Korean language education reform a subject to express semiotic experiences by Korean language. This is due to a language environmental, timely demands that an education of understanding and producing multimodal text is needed.Meanwhile, on a part of “ethicality”, because body schema and habits are exerted competence, the contents design about habits on an attitude category in Korean language education also have to be set on a basis of a real-experience. In other words, learner`s whole language competence are guaranteed by the authentic educational contents. And then, by the reversibility in the flesh relates to the caring, the embodied caring are needed in Korean language education. It means that the caring would be embodied to learners intactly using a real language actualities.

춤연극 《미롱》의 연출적 접근 방법 고찰

홍란주,신영섭 한국예술교육학회 2019 예술교육연구 Vol.17 No.4

This study was written for the purpose of examining the directing approach of dancetheater 《Mirong》 and the body language and theatricality of the dancetheater. The purpose of this study was to examine the directing approach of the dancetheater 《Mirong》 and the body language was written for the purpose of examining genre possibilities of expanding theatricality through the dancetheater. First, we examined the directing attempts and approaches of the dancetheater through the creative process, in which a scenario is co-worked into a performance text. The scenario became the basis for eliciting the actors' movements based on the minimum framework and the directing concept. The performance text was constructed by visualizing the impulse of the actor who considered the movements of traditional dance and the movement that applied modern dance. The body, which reveals the meaning of existence, was highlighted as it was borrowed as a heterogeneous element from traditional dance and modern dance. Performing in body language and revealing theatricality through dance presented the construction process from the dancetheatrical elements and body movements the work into the performance text. The playful body was revealed through Salpans and arts. Like Jung-Jae, the playful image was built through intense training. Korean traditional dance and play can be an actor's body training methodology and accept the tradition and apply it to the reality of modern theater. The walking and arm movements of the court dance, which was used as a method of physical training in the practice of building body movements, and examined the diversity of the body's language revealed in the performance through the dancetheater 《Mirong》. The point where modern dance was used to create an improvised image attempted to modernize traditional elements by externalizing the internal impulse of the actor or by combining it with modern dance elements to create a third gesture language. Although gestures are based on the archetypes of dance and play, actors can reveal bodies's self directed language when their performance is looked closely. This study the process of combining and building traditional dance, modern dance, and the inner impulse of the actors in the form of movement, and analyzed the directing approach from the standpoint of making a play and predicted the possibility of the dancetheater. 본 연구는 춤연극 《미롱》의 연출적 접근 방법과 춤연극의 신체언어와 연극성을 고찰할 목적으로 저술되었 다. 먼저 《미롱》의 시나리오가 공동작업을 통해 공연 텍스트화 되는 창작과정을 통해 춤연극의 연출적 시도와 접근법을 살펴보았다. 시나리오는 최소한의 줄거리와 연출 컨셉을 토대로 배우들의 움직임을 이끌어낼 수 있 는 근거가 되었다. 공연 텍스트는 전통 춤의 동작들을 염두한 배우의 충동과 현대무용을 응용한 움직임을 가시 화하여 구축하였다. 현존의 의미를 드러내는 대상이자 몸은 전통 춤과 현대 무용의 서로 이질적 요소로 차용되 면서 몸을 부각하였다. 몸의 언어로 수행하는 것, 춤을 통해 연극성을 드러내는 것은 이 작품이 지니고 있는 춤연극적 요소와 신체 움직임의 구축이 공연 텍스트로의 완성되는 과정을 제시하였다. 놀이적인 몸은 살판과 기예를 통해 드러났는데 정재와 마찬가지로 강도 높은 훈련을 통해 유희적 이미지를 구축하였다. 한국의 전통 춤과 놀음은 배우 신체훈련 방법론이 될 수 있고 전통을 수용하여 현대연극의 실제에 적용될 수 있음을 접근 하였다. 몸의 움직임을 구축하는 연습에서 신체훈련의 방법으로 사용했던 궁중 무용의 보법과 사위를 들여다 보고 춤연극 《미롱》을 통해 몸의 언어가 공연에 드러난 다양성을 고찰하였다. 즉흥적 이미지를 생성하기 위해 현대무용을 사용한 지점은 배우의 내적충동을 외형화하거나 현대무용적 요소와 결합하여 몸짓언어를 만들어냄 으로써 전통적 요소를 현대화하는 작업을 시도하였다. 몸짓도 춤과 놀음의 원형에 기반을 두지만 배우들이 드 러낼 수 있는 신체의 자기 지시적인 언어를 찾는데 중점을 두면서 공연을 완성한 측면을 살펴보았다. 전통 춤 과 현대무용, 배우의 내적 충동이 움직임 양식으로 조합되고 구축되는 과정을 추적하고 연극을 만드는 입장에 서의 춤연극을 연출적 접근으로 분석하며 춤연극의 가능성을 전망하였다.

이동하는 제국의 신체와 언어 - 나카지마 아쓰시(中島敦)의식민지경험과재현

조정민 대구가톨릭대학교 인문과학연구소 2023 인문과학연구 Vol.- No.48

Atsushi Nakajima’s literature overlaps with Japan’s path to colonial rule. He lived in Gyeongseong, Manchuria, Dalian, and the Southern Islands(Nanyogundo), which were colonized by Japan. And this experience became the subject of the novel. Atsushi Nakajima spent his youth and adolescence in Gyeongseong for about seven years. He was one of the so-called “Japanese People in Colonial Korea”. His hard experience, memory, and reproduction are linked to post-colonialist discourse, which has presented various subjects and social and cultural phenomena such as urban space, characters, gender, daily life, movement, and cultural contact as new issues. This article examines how Nakajima perceived Japanese colonial rule in Joseon and Namyang. In particular, I paid attention to the body and language. Colonial rule is ultimately aimed at body control and language integration. Therefore, we analyzed what body and language views Nakajima recognized. Nakajima was a constantly moving body and was in an environment where he encountered an unfamiliar language. As such, he had no choice but to be sensitive about the body and language. Nakajima examined in various ways how he viewed the body and language formed by the colonists and the rupture and subversion it caused.

몸의 언어와 수잔 로리 팍스의 The Red Letter Plays

이우일 한국현대영미드라마학회 2018 현대영미드라마 Vol.31 No.3

This paper focuses on the language of the body represented in Suzan Lori Parks’s two plays: In the Blood and Fucking A. Many contemporary theorists have argued that the human body is not subordinated by transcendent language. Parks is one of the firmest adherents of this intellectual position. In In the Blood, Parks first depicts the letter A, which stands for ‘abortionist, ’ and shifts its meaning to ‘absence. ’ In addition, in Fucking A, Hester’s tooth marks that she made on her and her son’s bodies represent her insistent resistance against the signification of dominant language. In this sense, the most decisive tools of her resistance is her body; using her body as a place of intersection between dominant language and her bodily language, Hester shifts the meaning of A in her own way. By appropriating the dominant language, Hester’s body thus serves as a primary source for developing minorities’ alternative language form. By casting light on her bodily language, I finally argue that Parks’s primary concern is suspending the structure of transcendent language and introducing the language of minorities.