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- 저자 : 박유현(Yuhyun Park) (검색결과 8 건)
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박유현 ( Yuhyun Park ) 서울대학교 국어교육과 2019 先淸語文 Vol.46 No.-
This study aims to develop novel reading education which helps students construct the meaning of text autonomously, using their own resources of interpretation as context. Constructive novel reading is organized by three steps, which are ‘Recognizing the message of text by perceiving the language symbol’, ‘Forming Kommunikat’, and ‘Constructing meaning by communication’. In this reading process, the stage of forming Kommunikat becomes the key step as this stage gives meaning to the language symbol of text, which cannot involve meaning by itself. It is well known that readers’ construction of meaning cannot be explained without mentioning context. However, the word ‘Context’ has not been used precisely in literary education due to its widespread history on the meaning of concept. Therefore, this study has defined the concept of ‘Context’ in novel reading as ‘Reader’s knowledge and experiences on situational, socio-cultural factors surrounding literary communication, which was reorganized to answer reader’s questions related to novel text interpretation’. Furthermore, this study has reconstituted ‘Constructing Context on novel reading’ as followed steps : recognizing the message of text by focusing on text markers, forming Kommunikat by contextualization, and constructing meaning by reorganizing context. Based on this theoretical background, this study collected readers’ protocol writing on novel text reading and analyzed the process of reading. Firstly, when readers recognized message of the text, they focused on the problem-posing of the text and awoke context. Secondly, readers contextualized by judging which one of their background knowledge about literary communication is useful to interpret this text. It was related to knowledge about the writer himself’s individual life, socio-cultural background of the text, and inter-text reading experiences. Lastly, some readers reflected their process of meaning constructing and reconstructed the meaning. They modified the earlier interpretation or added some new aspect of intepretation. During this process of meaning constructing, readers revealed some weaknesses. Some readers failed to catch the main message of the text, and this misunderstanding of the message led them to raise construct which is not related to the text. Also some readers failed to organize their knowledge and experiences, and some had organized context but failed to connect it to the content of the text. Lastly, some readers were buried to the problem-posing of their own and failed to connect it to the meaning of the text. These weaknesses of readers revealed that it is important to let readers know that reading a novel is to participate the literary communication and their role is to construct meaning autonomously. In sum, this study proposes a method of teaching students to read novels based on the contextualization of literary communication by paying attention to the use of contextualization in constructing the meaning of the text. This study has identified the process of students’ constructing the meaning of text by ‘Contextualization’ which is an act of giving the deprived meaning to the linguistic meaning. The model of novel reading education focusing on contextualization under the literature communication is meaningful that it can raise students to independent readers.
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박유현 ( Park Yuhyun ),이인화 ( Lee Inwha ) 한국독서학회 2022 독서연구 Vol.- No.62
이 연구의 목적은 서사 텍스트 난도에 대한 국내 연구 성과들을 체계적으로 검토하여 서사 텍스트 난도 관련 연구의 경향을 파악하고 발전적인 연구의 방향을 제안하는 것이다. 이를 위해 체계적 문헌 분석의 방법으로 선행연구물을 수집하고 일련의 과정을 거쳐 검토한 결과 학위논문, 학술지, 연구보고서 총 40편을 분석 대상으로 확정하였다. 이 연구물들을 서사 텍스트 난도와 관련된 연구의 경향을 잘 보여줄 수 있는 범주들로 범주화하였다. 그 결과 연구 방법과 내용으로 분류하고, 연구 내용은 다시 서사 텍스트 난도 결정 요인, 대상 텍스트, 대상 독자군으로 상세화하였다. 서사 텍스트 난도 연구의 방법은 크게 양적 연구, 질적 연구, 혼합 연구, 문헌 및 이론 연구로 나누었고, 난도 요인은 텍스트 양적 요인, 텍스트 질적 요인, 독자 요인, 과제 요인으로 나누어 살펴보았다. 대상 텍스트 측면에서는 현대소설, 아동문학, 고전소설이나 수필을 포함하는 기타 텍스트로 나누었고, 독자 측면에서는 유아, 초등학생, 중등학생, 한국어 학습자로 구분하였다. 연구의 경향성을 분석한 결과, 첫째, 연구 방법의 측면에서 서사 텍스트의 난도를 판단할 수 있는 공식의 개발ㆍ검증이 양적 연구의 후속 연구로서 진행될 필요가 있는 한편으로 질적 연구가 확충되고 혼합 연구가 지속적으로 시도되어야 한다는 점, 둘째, 난도 요인 중 독자 요인과 과제 요인에 대한 연구의 확장ㆍ심화가 시급하다는 점, 셋째, 난도 평가의 대상이 되는 텍스트가 반복적으로 교차 검증될 필요가 있다는 점, 넷째, 독자가 서사 텍스트를 접하는 다양한 학습 맥락과 관련지어 서사 텍스트의 난도가 논의될 필요가 있다는 점을 시사점으로 도출하였다. This study aims to identify the research trends in narrative text difficulty and propose developmental research directions through a systematic review. To this end, as a result of collecting previous studies and reviewing them through a series of processes, a total of 40 degree papers, academic journals, and research reports were confirmed as targets for analysis. These studies were categorized into categories that could help delineate the research trend related to narrative text difficulty. The results were classified into research methods and contents, and the research contents were further detailed into narrative text difficulty determining factors, target text, and target reader groups. The methods of narrative text difficulty research were largely divided into quantitative research, qualitative research, mixed research, literature, and theoretical research. Moreover, the difficulty factors were divided into text quantitative factors, text qualitative factors, reader factors, and task factors. The target text was divided into modern novels, children’s literature, classical novels, or other texts including essays, and the readers were divided into infant readers, elementary school readers, middle and high school readers, and Korean as foreign language learners. As a result of analyzing the research trends in the above categories, the following implications were derived. First, regarding the research methods, the development and verification of formulas that can determine the difficulty of narrative text need to be conducted as a follow-up study to quantitative research, while qualitative and mixed research also should be continuously attempted. Second, it is urgent to expand and deepen research on reader and task factors among difficulty factors. Third, target texts of difficulty evaluation need to be repeatedly cross verified. Fourth, narrative text difficulty needs to be discussed in relation to various learning contexts in which readers encounter specific narrative text.
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