갈등 대화와 협력 대화 양상 비교 분석 -<안녕! 자두야>, <구름빵> 애니메이션을 중심으로-

권순희 ( Soon Hee Kwon ) 한국텍스트언어학회 2014 텍스트언어학 Vol.36 No.-

The aspects of conflict communication and cooperative communication were comparatively studied by the comparative analysis of conversations in two animations, <Hello! Jadu> and <Cloud bread> which are representative examples of conflict communication and cooperative communication, respectively. Based on nonviolent communication theory developed by Marshall B. Rogenberg, conflict communication was sub-divided into criticism, coercion, and evasion, and cooperative communication was sub-divided into roundabout statement, request, understanding-acceptance, and fact-acceptance. And then discourses in <Hello! Jadu> and <Cloud bread> were analyzed using the above conversation elements. As the results, <Cloud bread> was proven to portray nonviolent communication when compared with <Hello! Jadu>. Confirmation of fact, expression of the cause of emotion, presentation of alternative, praise and involvement, perception of need, asking, and request are proposed as the aspects of cooperative communication as well as nonviolent communication. This study, drawing the aspects of cooperative communication through nonviolent communication, may provide implications about desirable communication.

고대근동 영웅담의 탈출과 신적 도움(exilic divine help) 모티프에 관한 연구

권순희(Kwon, Soon-Hee) 강원대학교 인문과학연구소 2018 인문과학연구 Vol.0 No.58

본 연구는 고대근동 영웅담(saga)의 네 인물들에 관련된 탈출(exile)과 신적도움(divine help) 모티프에 관해 연구하는 것이다. 연구대상의 네 탈출자 영웅들은 고대 이집트의 시누헤, 신앗시리아의 에살핫돈, 신바빌로니아의 나보니두스 그리고 히타이트의 핫투실리 3세이다. 그동안 고대근동 영웅담의 연구는 영웅담의 동기, 기원, 플롯(plot)이나 과정 등의 유사성과 특수성에 관한 다양한 방향의 연구가 진행되어왔지만, 본고는 주요 도망자 영웅들(fugitive heroes)의 탈출과 신적 도움(exilic divine help)의 모티프에 천착한다. 연구대상의 네 망명자들은 공통적으로 매우 종교적인 인물들로서 각자가 숭배하는 신들의 신탁을 신뢰하고 순응하였다. 그들은 적대적인 갈등의 발생으로 인하여 유배 또는 추방되었다. 탈출지에서도 적대자들이 등장하지만 그들은 신적 도움으로 적을 무찌르고 승리했다. 이 승리 이 후 신들의 보호와 도움을 기념비석을 세우거나 신전 건축 등을 통해 표현했다. 네 영웅들은 대체적으로 국가의 영웅으로 귀환했다. 나보니두스의 경우는 귀환 후 마르둑에서 신(Sin) 신(神)으로 바꾸는 종교정책의 변화로 인해 제국의 해체와 멸망을 초래했다. 반면 다른 영웅들은 귀환 이후 탈출 이전에 존재했던 갈등을 해결하거나 화해함으로서 그들의 나라에서 새 역사를 만들었다. 망명의 경험은 그들을 성숙시켰고 변화의 기회를 제공했다. “인생이란 짧은 기간의 망명이다”는 말처럼 삶은 어떤 경우 절체절명의 위험에서 탈출을 고대하는 기다림과 고뇌의 과정으로도 보인다. 그러한 위기에서 인간은 어떠한 신적 도움과 구원을 고대하는 여정과 같다. 고대근동 영웅담의 탈출과 신적 도움의 모티프는 네 인물들의 개별적 삶의 특정 기간의 경험으로 묘사되어 있지만, 그것은 일반적이고 보편적 삶의 모습일 수도 있다는 개연성을 가진다. 지난(至難)한 탈출의 고난에서도 인간에게는 신적 도움으로 인한 위기 극복과 구원의 가능성이 열려 있다는 함의를 지닌다. This research paper aims to analyze the motifs of the exile and divine help of the ancient near eastern sagas of those who have gone through experiences. The selected fugitive heroes are; Egyptian Si-nuhe, the Neo-Assyrian king Esarhaddon, the Neo-Babylonian king Nabonidus and the Hittite king Hattusilis Ⅲ. Whereas the previously researched works on the Ancient near eastern sagas have been studies of various directions in similarity and specificity of the motives, origins, plot and process of the sagas, this paper analyzes the motif of the exile and divine help for four fugitive heroes of the Ancient Near East. The research indicates definitely that the four selected heroes were exceedingly religious persons in common, and they abided by their gods" oracles during their exile. They fled to hostile environment, were challenged by exilic agon, but they defeated their antagonists with divine help. After the triumphant victory they expressed gratitude for the protection and support of their god(s) through monument or temple construction. They returned as national heroes in general and made new histories in their lands by solving or reconciling conflicts which existed before the exile. Nabonidus, however, caused the empire to fall. His religious reformation which he implemented after his return from Marduk to Sin god became the cause. Their exilic experiences matured them and provided opportunities to transform themselves and their countries. "Life is a short-term exile.” It is like a journey longing for divine help and salvation during the suffering. The journey connotes exilic calling. The motifs of exilic divine help for the ancient near eastern heroes, although, have been described at the individual level of experience. They may suggest possibilities to be applied to universal level to human beings who are under severe exilic suffering have the access to overcome crisis and salvation through divine care.

다문화 가정 자녀의 상담 지도 사례

권순희 ( Soon Hee Kwon ) 국어교육학회 2007 국어교육학연구 Vol.29 No.-

Children of international marriage and immigrants are increasing in Korea. As the results, racial, national, and cultural diversity at elementary school is also increasing. At school teachers are teaching children of multicultural family without preparedness for multicultural education. In this study, examples of consultation for children of multicultural family were studied to provide a guidance to teachers. Examples of consultation for this study were collected from 15 teachers having experiences of teaching children of multicultural family in the province of Kyunggi-do, Chungcheong-do, and Jeolla-do where multicultural families are abundant. Also examples of consultation for 5 foreign mothers were included in this study. On the basis of the examples, directions of education for children of multicultural family have suggested as following. First, troubles suffered by children of multicultural family are caused by a broken home and financial difficulty rather than multicultural difficulty. Teachers should treat children of multicultural family just like those of Korean family in a natural manner rather than intentional multicultural education manner. Second, consulting methods for teachers to children of multicultural family should be developed, because the role of teacher is very important at elementary school. Third, children of multicultural family should receive education from home as well as school for synergistic educational effect. Therefore national and social counterplans should be considered. Fourth, diverse cultural experiences and continuing consultation should be provided to children of multicultural family. Finally, re-education are necessary for teachers to make them understand multicultural education.

일상 대화의 자기 점검을 위한 분석 기준

권순희 ( Soon Hee Kwon ),문재영 ( Jae Young Moon ),윤보라 ( Bo Ra Yoon ),허림 ( Rim Heo ) 한국화법학회 2011 화법연구 Vol.0 No.19

Current Korean education curriculum is short of listening and speaking education contents related with everyday conversation. Also it does not help students improve their speaking ability. In everyday conversation individual speaking aspect shows a coherent form according to his or her speaking habit. Everyday conversation can be a subject of study, because individual speaking aspect shows a coherent form. In speech education analysis criteria for everyday conversation is not sufficient. Through this study analysis criteria for everyday conversation have been suggested. Preliminary analysis criteria for self-monitoring of conversation were selected based on the characteristics found by analysis of students` recorded conversation in speech education class. The second analysis criteria for self-monitoring of conversation were selected by the discussion of the preliminary analysis criteria. Final analysis criteria were made in a form of questionnaires. Because self-monitoring is possible by answering the questionnaires, the result of questionnaires can be used in class. Class partner can check the questionnaires because not only self-monitoring but also monitoring of others is a valuable activity in order to understand the importance of speaking habit and the structure and aspect of speech. This draft proposal of analysis criteria may be lack of essential characteristics of everyday conversation, because the selection of analysis criteria was conducted by discussion of authors. This limitation should be complemented by the continuous and active succeeding studies.

화법의 교수,학습 방법 ; 대인 화법의 교수,학습 방법 모색

권순희 ( Soon Hee Kwon ) 한국화법학회 2010 화법연구 Vol.0 No.16

Through this study, teaching and learning method has been studied to improve effectiveness and efficacy in education of face-to-face communication. A teaching and learning method was proposed by making use of culture contents and applying four-phases of leaning model proposed by Harro Van Brummelen. For example, songs, Sijo (Korean poems), and novels about mother were presented as the culture contents. And then a teaching and learning method for face-to-face communication with elders was suggested which let students know the communication expressions to elders after making students sympathize, analyse, evaluate, and apply the image of mother, conflict with mother, and regret caused by the conflict. In the stage of beginning, let students enjoy, find, imagine, culture contents, and pursuit relationship between culture contents. In the stage of development, let students analyze and criticize contents through classroom discussion or small group teaching. In the stage of reformulation, let students understand, interpret, and make use of what they learn in the previous stage. In the stage of innovation, let students apply what they learn and produce innovative response. Through this study it was suggested that communication ability delivering devotion, love, sharing, thanks, and happiness should be taught in order to improve vital language ability such as speech of consideration, speech of cooperation, and speech of win-win. In order to accomplish above aim for face-to-face communication, culture contents containing language phenomena and human culture must be utilized as the teaching materials. For this study, learner types were categorized to intuitor, analytical learner, implementor, and innovator, and it was proposed that speech education should be performed within learning community.

다문화 사회와 국어교육 ; 이중언어교육의 필요성과 정책 제안

권순희 ( Soon Hee Kwon ) 국어교육학회 2009 국어교육학연구 Vol.34 No.-

In Korea bilingual education for multicultural family is insufficient. By having interviews with marriage-immigrants, it was surveyed if they had minds to teach their children bilingualism. Marriage-immigrants usually immigrate into Korea without learning Korean, so they have troubles in communication. Also they have troubles in developing their children`s thinking ability, because their husband and parents-in-law want the marriage-immigrants to bring up their children using Korean. Therefore bilingual education is necessary. Through the study on foreign examples for bilingual education, a bilingual education policy was suggested for Korea. The earlier the bilingual education starts, the less social cost is paid. Language is not a simple measure for communication, but it contains the life and soul of the user. Therefore systematic approval of the use of minority`s language will be valuable in the point that the life and sole of the minor race are acknowledged. In America, children of immigrants have tendency to learn their mother language when they enter undergraduate. This is because language is important for them to setup their identity. Bilingualism can make a great contribution to bringing up the multicultural students to international citizen in this globalized times. The discussion about bilingual education will bring about a chance for widening the comprehension and concern about immigrant family.

부모 참여 국어 교육

권순희(Kwon Soon-hee) 우리말교육현장학회 2008 우리말교육현장연구 Vol.2 No.2

교육의 본질을 생각하면서 부모가 국어 교육에 참여할 수 있는 부분을 생각해 보았다. 국어 교육을 가정에서 지도한다는 것은 학습 지도에 ‘부모가 참여’한다는 것을 의미한다. 국어 교육은 학부모와 교사가 함께 지도해야 할 영역이다. 그러나 가정에서 국어 교육을 할 수 있는 방법이나 내용을 알려주는 책이 없으니 이는 쉬운 문제가 아니다. 국어 교육 전문가이면서 학부모인 입장에서 가정에서 지도할 수 있는 국어 교육의 방법을 논의하고자 주변의 사례를 수집하고 이에 대해 해석을 하는 방식으로 연구를 하였다. 긍정적 말하기 듣기 교육에 대한 방법, 음성 언어를 문자 언어로 전이하는 지도를 통해 쓰기 교육의 긍정적 태도를 키워주는 방법, 부모와 함께 하는 읽기 교육을 통해 매체 교육의 자연스러운 교육 방법, 읽기를 통해 창의적 글쓰기를 지도하는 방법, 일상생활 속에서 탐구 학습을 가능하게 하고 공부에 대한 메타인지를 하도록 돕는 방법을 논의하였다. 학원으로만 내몰리면서 인지적인 영역만을 교육하고 있는 현실 속에서 정의적 영역의 교육을 놓치지 않기를 바라는 마음으로 부모 참여 국어 교육을 논하였다. While thinking the true nature of education, I considered the education area which parents could take part in. Home education of Korean language means that parents take part in the education of their children. Korean language education is an area which parents should cooperate with teacher. But, it is not easy for parents to teach their children, because there are few books about teaching methods or contents. From my standpoint of an expert on Korean language education as well as a parent, I collected and discussed examples of Korean language education in order to suggest Korean language education methods for parents. Through this study, I proposed several teaching methods; teaching method for positive speaking and listening, teaching method to translate a spoken language to a written language in order to improve positive attitude on writing, natural education method by reading or discussing about books with children, instruction method for creative writing through reading, upbringing method for children's pursuit study and meta-cognition in everyday life. I studied parents-participating Korean language education methods in the hope that we should recognize the importance of affective area of education on the current real conditions that cognitive area of education is emphasized.

다문화 가정 자녀의 국어 사용 실태

권순희 ( Soon Hee Kwon ) 국어교육학회 2009 국어교육학연구 Vol.36 No.-

It is a practical and urgent issue to understand linguistic problem of multicultural students. The actual conditions of Korean use by international marriage children was surveyed in this study, because the proportion of international marriage children is high among multicultural children. To elucidate the linguistic problem of international marriage children, mentors for them were interviewed and their diary were analysed. The linguistic problem of international marriage children are occurred when they learn Korean through their mother, a marriage immigrant who is not proficient in Korean. The pronunciation of international marriage children does not cause public problem, when they become elementary school students. The pronunciation of international marriage children during daily conversation is not at issue comparing to that of usual students. However, reading and writing ability of international marriage children is low comparing to that of usual students. The international marriage children are not good at the differentiation of /æ/” from /e/”, palatalization, and pronunciation of diphthong. By the analysis of their dictation ability and their diary, it was found that they are not proficient in differentiating morpheme and they write words according to pronunciation. They are not fluent in conceptual words and abstract words. Also they are absolutely lacking in the amount of vocabulary. They cause emotional problem, because they are not familiar with refined expression. They usually do not refine their emotion, and then express their emotion directly. Therefore it is necessary to teach them in consideration of their self-respect, home background, friend relationship, and brotherhood relationship. The results of this study on the linguistic problem of multicultural students will be a guide to selection of contents for the development of teaching materials for multicultural students.

다문화 사회의 (한)국어 수업 : 다문화시대 문화간 의사소통 능력 향상을 위한 교육 자료

권순희 ( Soon Hee Kwon ) 국어교육학회 2010 국어교육학연구 Vol.38 No.-

Intercultural communication is to understand different cultures and their systems of value, to communicate with people from different cultures in the appropriate manner, and to understand people from different cultures. In other words, that means the practical ability to interact with people from different cultures. In order to improve intercultural communication ability, it is necessary to present substantial materials. The purpose of present study is to present materials for the education of intercultural communication. As the frame work for presenting materials for the education of intercultural communication, intercultural communication knowledge, intercultural linguistic sensitivity, and intercultural customs and actions were chosen for educational elements. Recognition, comprehension, reception, creation, and expression were offered as the learners` action framework. Examples of misunderstanding due to differences, examples of comparison, and examples of harmonious acceptance were exhibited as the relations framework for different languages and cultures. These frameworks should be studied not by analytical manner but by integrated manner. Through this study educational materials were suggested as follows: 1) Awareness of issues was offered by showing episodes of intercultural communication, 2) Data, supporting the idea that understanding of language and culture could be varied by globalization, were presented, 3) Materials for intercultural communication were presented by introducing Chinese language and culture, and analyzing the foreigners` understanding of language and culture appeared in advertisements and movies. Further joint studies will be necessary to make the systems for treating a large amount of materials for intercultural communication.

‘콩쥐팥쥐’류 동화의 문화 맥락 탐구학습과 다문화 이해 교육

권순희(Kwon Soon-hee),김승연(Kim Seung-yeon) 국어교육학회 2011 국어교육연구 Vol.48 No.-

Educational value of traditional fairy tale like 'Kongjwi and Patjwi' type was studied in the knowledge that development of teaching material is important. Traditional fairy tale is the old story reflecting children's childlike innocence and containing ethnic characteristics. Education using traditional fairy tales should not give students the superiority or the inferiority complex of their own country. It should give students open point of view through evoking sympathy and understanding about culture of different countries. If children are guided to recognize the differences and similarities of different countries, multicultural education can be realized. Traditional fairy tale plays the major role in passing down the style of living, traditional values, and religions from mouth to mouth, forming social and cultural consensus among country members, and preserving and reinventing cultural values. Traditional fairy tale is one of the excellent teaching material, because it has the function of transmitting the values and style of living of the day to children by showing them the lives of ordinary citizen. ‘Kongjwi and Patjwi', ‘Mulgogi Gasi', and ‘Cinderella' were selected as the three countries' traditional fairy tales having similar story structure. Each country's cultural difference and similarity were appreciated by analyzing the three stories. An example of listening and writing education was suggested using a Chinese fairy tale, ‘Seophan' as the educational method for improving multicultural literacy. Through this study education for enlarging cultural schema was suggested as a educational content for Korean education.