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편지윤(Pyun Ji Yun),변은지(Byeon Eun JI),한지수(Han Ji Soo),서혁(Suh Hyuk) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.2
본 연구는 ‘복합양식 텍스트’의 텍스트로서의 특성을 규명하는 것을 목적으로 한다. 이를 위하여 Beaugrande와 Dressler의 7가지 텍스트성을 바탕으로 ‘복합양식 텍스트(Multimodal Text)’의 텍스트성(Textuality) 이 단일양식 텍스트의 텍스트성과 어떠한 차이를 보이는지 밝히고자 하였다. 또한 이를 바탕으로, 실제 영상 텍스트를 분석함으로써 복합양식 텍스트의 텍스트성을 보다 구체적으로 확인하고자 하였다. 복합양식 텍스트의 ‘결속성(cohesion)’은 복수 양식의 중층적 결합에 의해 실현되며, 의미구조 간의 ‘응집성(coherence)’이 텍스트 표층에 가시적으로 재현되는 부분이 있다는 점에서 단일양식 텍스트와 차이를 보인다. 또한 의미구성의 방향성을 다 채롭게 의도할 수 있다는 점에서, 양식의 중층적 결합체를 텍스트로 용인하려는 수용자의 의지가 강력히 요구된다는 점에서 ‘의도성’과 ‘용인성’에서도 복합양식 텍스트만의 독특한 특성을 확인할 수 있었다. ‘정보성’의 측면에서는 양식의 존재 및 의 미 작용 방식 등이 얼마나 새롭고 예측불가능한지가 중요하게 작용하며, ‘상황성’의경우 높은 재현성을 기반으로 텍스트 생산 맥락에의 접근이 용이하고, ‘상호텍스트성’의 경우 텍스트 간 상호 관련성을 지니는 ‘단위’가 양식의 결합체 차원으로까지 확대된다는 점을 확인할 수 있었다. 아울러, ‘영상성(imagance)’에 대한 심도 깊은 논의가 필요함을 논하였다. 본 연구는 복합양식 텍스트의 텍스트로서의 특성을 텍스트성 차원에서 종합하고 복합양식 텍스트 연구 영역을 확장하였다는 데 의의가 있다. 추후 다양한 사례 분석을 바탕으로 논의의 실제성·타당성을 제고해 나가는 적용 연구, 더 나아가서는 참여 자들이 복합양식 텍스트를 어떻게 텍스트 차원에서 구성해 나가는지를 구체적으로 살피는 연구가 이루어지길 기대한다. The purpose of this study is to clarify the characteristics of ‘Multimodal Text’ as text. For this purpose, we tried to find out the differences of ‘Textuality’ between ‘Multimodal Texts’ and ‘Monomodal Texts’ based on seven textualities of Beaugrande and Dressler(cohesion, coherence, intentionality, acceptability, informativity, situationality, and intertextuality). Also, we tried to confirm the textuality of the multimodal text more precisely by analyzing video text. The ‘cohesion’ of the multimodal text is implemented by the multi-layered combination of modes and differs from the monomodal text in that between semantic structures of ‘coherence’ is represented visually on the text surface layer. In addition, the ‘intentionality’ and the ‘acceptability’ also have a unique characteristic in that the reader’s volition to accept the multi-layered combination of modes as a text is strongly demanded, and in that the directionality of the meaning composition can be variously intended. In the case of the ‘informativity , how new and unpredictable the presence and meaning functioning of mode are important. And ‘situationality’ and ‘intertextuality’ were discussed focussing on accessibility of the context of text production and expansions of the unit of text. In addition, based on the above discussion, it was argued that an in-depth discussion of the ‘imagance’ is needed. This study implies that the study area of multimodal text is expanded in that it discusses overall the textual characteristics of the multimodal text. We hope that this study will be applied research that will improve the actuality and validity of discussion based on various case analysis and how the participant will intertwine the multimodal text in the future.
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편지윤 ( Pyun Ji-yun ),한지수 ( Han Ji-soo ),변은지 ( Byeon Eun-ji ),서혁 ( Suh-hyuk ) 한국독서학회 2018 독서연구 Vol.0 No.49
Considering that the symbolic action of multimodal-text takes the form of 'showing', the purpose of this study is to specify the ways and characteristics of multimodal-text existing and functioning as texts. In this context, this study identified the textual characteristics of multimodal-text as ‘Iconicity’, ‘Multi-layer nature’, ‘Spatiality’, ‘Inductivity’, and ‘Sensory transitionality’. Also, this study attempts to conceptualize ‘imagance’ as multimodal textuality. An important point in 'imagance' is that the semantics of modes operate in a way that forms a unified 'image'. It implies that the meaning is realized through the union of sensory image of a variety of modes and mental representations, and that the unity of image operates in ‘visual representation’ to materialize it in the form perceptible to readers. The significance of this study is to propose 'imagance’ as the multimodal textuality based on the internal logic system of the multimodal text itself and, by doing so, to contribute to the foundation of the literacy education aiming at the enhancement of the production · reception capacity of the multimodal text. In the future, studies on the imagance realization targeting the actual multimodal text and studies exploring the textual qualities and attributes of the multimodal text are expected.
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교과서 속 복합양식 텍스트 읽기 구현 양상 분석 : <언어와 매체> 교과서의 단원 구성 및 학습활동 분석을 중심으로
서혁 ( Suh Hyuk ),이흠 ( Li Xin ),편지윤 ( Pyun Ji-yun ),변은지 ( Byeon Eun-ji ) 한국독서학회 2021 독서연구 Vol.0 No.58
The purpose of this study is to derive implications for multimodal text reading education or media language education by analyzing the organizing system of the unit and learning activity of the five types of < Language and Media > textbooks. To this end, the organizing system of the unit in the textbook was examined, and the aspect in which the achievement standards were reflected in each unit was confirmed. Next, the level of multimodal text reading required by the learning activities was confirmed. Specifically, it was analyzed to what level of reading is required for the learning activity among ‘literal, inferential, critical reading’, and to which level the dimension of meaning construction deals with ‘mode, text, context’. As a result of the analysis, it was confirmed that learning activities were evenly arranged in three levels of reading. However, the meaning construction was not extended to the dimension of ‘context’. Overall, it was confirmed that the current textbook learning activities require various levels of understanding for ‘mode’, but mainly requires reading at the level of literal reading for ‘text’, and it cannot deal with the ‘context’ level.
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