신흥 산업하에서 태생적 글로벌 창업과 혁신사례 연구

신동일(Shin, DongIl),박선영(Park, Sun Young),양혜경(Yang, Hae Kyung) 한국창업학회 2017 한국창업학회지 Vol.12 No.2

Recently, the industrial paradigm has changed rapidly, and the IoT (Internet of things), big data, and ICT (information and communication technology) industries are in the center. However, Korean companies preparing start-ups in this changing situation have difficulty in understanding cross-industry properties of the emerging industries and proposing new customer values in the market. This study originates from the relatively unexplored research questions that the survival and growth strategies pursued by start-up entrepreneurs in the emerging industries will show a series of patterns. To solve these research questions, we analyze the cases of the innovative start-ups and their growth experiences in the emerging industries. We find that IoT start-ups show both born-global tendency and disruptive innovation in their products. Our results provide implications for Korean start up SMEs in the IoT industry and for them to pursue sustainable growth in global market. 최근 산업 패러다임은 급속히 변화하고 있으며 그 중심에 사물인터넷과 빅데이터, 정보통신기술이 있다. 창업을 추구하는 기업들은 산업간 경계를 넘는 신흥 산업(emerging Industry)을 이해하고 시장에 새로운 고객가치를 제안하는데 어려움을 느끼고 있다. 본 연구는 신흥 산업 하에서 창업 기업이 추구하는 생존과 성장전략이 일정한 패턴을 보일 것이라는 연구문제에서 출발하였다. 연구문제 해결을 위해 신흥 산업에서 선험적으로 창업과 성장을 경험한 사례를 분석하여 성공요소를 도출하고 그러한 요소들이 시사하는 일련의 패턴을 논의해 보았다. 본 연구의 목적은 사물인터넷의 등장으로 미래 산업에 큰 변화가 예상되므로 사례고찰을 통해 사물인터넷 분야에서 창업하고 지속 가능한 성장을 하려는 기업이 지향해야 할 관점을 제시하는 것이다.

담론으로 접근하는 언어정책탐구 연구방법

신동일(Dongil Shin),박수현(Soohyeon Park) 한국응용언어학회 2019 응용 언어학 Vol.35 No.1

This paper is intended to show that LPP (language planning and policy) is a multilayered phenomenon constituted and practiced in and through discourse. It gives a brief history of four different approaches to LPP research. In the late 1950s and early 1960s, the exercise of language planning led to or was directed by the promulgation of a language policy by the government or other authoritative bodies. However, LPP is itself an instance of social change. It deems activities that move upwards as well as downwards. The field of LPP has been subject to a series of critical and discursive turns for the last decades. In the early 1990s, the CLP (critical language policy) emerged as a response to earlier language planning work. However, it has been criticized for being too deterministic and underestimating the power of human agency. Drawing on CDS (critical discourse studies), this study explicates how LPP has been interconnected with discourse beyond the text. Drawing from interdisciplinary literature related to LPP, it is argued that the contemporary DILP (discursive inquires to language policy) combines the macro and micro, offers a balance between policy power and interpretative agency from ethnographic research methods. Moreover, it can be committed to multicultural and multilingual issues in Korea, especially those that pertain the rights of indigenous and minority language speakers.

기업교육에서 역동적 평가모형의 적용: 영어 스토리텔링 교육과정 중심으로

신동일(Dongil Shin),김나희(Nahee Kim) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.3

본 연구는 기업교육과 스토리텔링 교육과정 개발의 맥락으로부터 역동적 평가(dynamic assessment, DA) 모형이 학습자의 영어능숙도를 향상시키기 위해 구체적으로 어떻게 적용될 수 있는지 하나의 사례를 제시하고자 한다. 국내 기업교육, (구 술) 스토리텔링 학습, DA 평가활동이 모두 국내에서 관련 연구물이 제대로 축적되어 있지 않고 있으며 기업교육 현장에서 영어 스토리텔링을 DA 모형으로부터 가르치고 평가한 사례는 더욱 찾아보기 힘들다. 삼성전자 내부 기업교육 프로그램 안에 서 본 연구는 DA 기반으로 교사와 연구자가 협력하여 2017년 봄학기 3월부터 6월까지 4개월 동안 매주 2회 영어 스토리텔링 수업으로 기획되어 영어 스토리텔링에 관한 교육목표와 학습 내용을 사전에 수립하고, 사전-사후, 형성/진단적 평가결과를 수 집하면서, 학습자들에게 투입시킬 교육(mediated learning experience, MLE)을 유연하게 수정하고, 학습의 산출 효과를 실질적으로 향상시킨, 구체적인 절차를 기술하기로 한다. 학습자들은 스토리텔링 역량 중에서 스토리의 구성 요소를 시간 순서와인과 관계로 결속시키는 학습을 DA 모형으로부터 의식적으로 학습하고 평가받았고, 사전-사후 검증의 결과 관련 MLE의 효과성이 선명하게 발견되었다. 본 연구에서는 수업계획, 교수요목, 진단표, 평가결과 등이 제시되었고 이러한 자료들로부터 추후에 관련 연구를 어떻게 추가적으로 기획할 수 있을지도 논의하였다. 무엇보다 국내 언어교육현장 중에서 다문화교육 분야는 DA 기반의 교육모형로부터 표준적인 외부시험이 검증하지 못하던 교수/학습의 쟁점들이 새롭게 부각될 수 있을 것으로 기대된다. This study reports how principles of dynamic assessment (DA) are implemented in a global corporation’s storytelling-based curriculum for improving English proficiency. DA is expected to well conceptualize both teaching and assessing as an integrated activity by providing appropriate support to English learners in needs. Little research, however, has been devoted to the DA in English storytelling education, or in corporation education in Korea. This article demonstrates specific procedures about how mediated learning experience in DA can be applied to a storytelling-focused English curriculum of Samsung Electronics’s educational program. The DA team, including teachers, curriculum and testing designers, planned, collected the results of pre-, post-test, and formative assessment, discussed, and revised the trajectory of the DA-embedded teaching and assessing activities. It was found that DA method was effective in improving event- and structure-focused criteria of storytelling proficiency in a single semester. Examples of course plans, assessment results, participants’ interaction are listed and elaborated with regard to the revision process for appropriate support. The findings have implication for future discussion of DA in the related research contexts, including assessment of immigrants’ or multilingual’ deficiency in communicative effectiveness.

담론 기반의 리터러시 교육의 필요성과 이론적 토대 탐색: 포스트-민주주의 사회에 관한 성찰로부터

신동일(Dongil Shin) 한국문화사회학회 2021 문화와 사회 Vol.29 No.2

본 연구에서는 이데올로기적 속성, 사회적 실천, 혹은 담론으로부터 고안된 리터러시 (언어)교육이 시민적/비판적 리터러시를 복원시키며 포스트-민주주의 시대의 사회질서를 새롭게 변화시킬 수 있다고 제안할 것이다. 본 연구는 포스트-민주주의, 혹은 유연한 신자유주의 통치로부터 무력화된 성찰적 근대성(Beck, 1986), 혹은 (자아의 성찰적 기획과 그것에 기반을 둔) 삶의 정치(Giddens, 1997)를 리터러시 교육과 담론연구를 결합시켜 새롭게 환기시키고자 한다. 대안적 사회질서를 구축하기 위해서 시민적/비판적 리터러시를 복원시켜야 한다는 선행 논점에 동의하면서 이론적 토대로서 언어기호의 원리로부터 구성된 세계, 즉 구성주의적(constructivistic) 담론의 대중교육이 필요하다고 강조할 것이다. 민주주의 위기로부터 리터러시 (언어)교육의 필요성을 재차 주목하면서 2장에서는 리터러시 교육의 전통적이면서 기능적인 개념을 먼저 살펴본다. 그런 후에 민주주의의 위기, 시장의 횡포, 혹은 신자유주의적 통치질서로부터 저항할 수 있는 사회적 실천의 리터러시, 이데올로기 모델의 뉴 리터러시 문헌을 살펴보기로 한다. 3장에서는 보다 권력화된 통치질서에 저항할 수 있는 리터러시 교육의 필요를 ‘담론’의 개념으로 재정의하면서 리터러시 교육이 사실상 담론 교육임을 부연하고자 한다. 4장에서는 대안과 대항으로 제안된 뉴 리터러시 혹은 담론 기반의 리터러시 교육이 실제적인 권력효과를 생성시킬 수 있을지 푸코(Foucault)의 주체성과 통치성 문헌으로부터 이론적 정당성을 모색하기로 한다. The purpose of this study is to examine the discourse-based literacy education in the context of post-democracy and the emergence of new media. The way literacy is viewed and taught needs to be inevitably linked to social and ideological behavior, since the traditional ‘autonomous model of literacy’ as neutral, objectively definable set of reading and writing skills seems to be artificial and narrow from the current and interdisciplinary perspectives, as well as in the era of corporate-dominated and newly built media environment. As a strategy to overcome the disappearing ‘civic public sphere’ in modern democratic society, this study suggests raising awareness of constructivistic approaches to ‘discourse’ studies in education settings, which are hoped to fill the gap between (inter)textual and contextual, or functional and critical literacy. The reconceptualized models of literacy are discussed on the new tradition of multiliteracies, multimodality, multicultural literacy, critical literacy, digital literacy, which invalidates the conventional literacy as a standardized, autonomous, cognitive skill on the printed materials. Literacy education for democratic society needs to incorporate social practice into rejuvenating citizens’ voluntary participation and kicking against power order. Then, the features and domains of discourse to be taught in literacy education are summarized, with an emphasis on Fairclough’s model. Foucault’s subjectivities and governmentaltiy are briefly discussed to highlight the meaningfulness of discourse-focused literacy education as a way to create the newly conceived power of resistance. This study finally makes some suggestions for future directions of literacy education.

‘비판성’의 새로운 탐색: 비판적 존재론과 브리콜라주 연구활동의 관점에서

신동일(Dongil Shin) 한국질적탐구학회 2023 질적탐구 Vol.9 No.1

본 연구의 목적은 현대 지식사회에 출현한 다양한 전환적(예: 서사적, 비판적, 담론적, 기호적, 미학적, 공간적, 문화적) 사유로부터 비판연구의 필요와 비판성의 진원지를 새롭게 모색하는 것이다. 우선 나는 비판성을 개념적으로 확장할 수 있는 이론적 토대로 ‘비판적 존재론’과 ‘브리콜라주 연구’에 관한 문헌을 정리했다. 아울러 서로 다른 연구환경, 연구자로서 가용할 수 있는 자원, 현장에서 요구되는 구체적인 필요 등을 고려해서 ‘자서전적 사례’로부터 ‘비판연구’와 ‘비판연구자’가 보다 맥락적이면서도 실존적으로 이해되어야 한다고 제안했다. 본 논문은 자서전적 연구자료를 본격적으로 수집하고 분석하기에 앞서 비판연구자로 분투하는 삶을 살았던 내가 지난 23년 동안 발간한 국내외 학술문헌 140여 편을 네가지 전환적 지식체계로부터 구분한 것이다. 예비적 단계에서나마 나 자신의 비판연구에 관한 ‘메타의식’을 탐색하는 중에 나는 지금까지 브리콜라주 비판연구자로서 실존적 주체성을 획득하고 있음을 발견했다. 비판연구는 개인 연구자에게 개별적이고 윤리적인 실천이면서 또 한편으로 정치적이고 저항적인 실존으로 살아가는 주체화 과정이다. 앞으로 연구자들의 자서전적 서술과 논증이 비판적 존재론과 브리콜라주 연구의 가치를 확인할 수 있는 문헌으로 참조되어야 한다. The purpose of this study is to offer investigate conceptual foundations for critical research, so called, ‘critical ontology’ and ‘bricolage’ research activities, in the perspectives of a critical applied linguist. The critique, as reinterpreted as the arts of existence or critical ontology of ourselves, is placed in the on-going inquiry for the critical and qualitative researchers in this study. Critical understanding of ourselves is also suited with bricolage research. The concept of bricolage can be illustrated in a praxis of interpretation and understanding with getting together of rigorousness, complexity, and criticality. In this study, the combined characteristics of critical ontology and bricolage were to be discussed in the construction of a critical reseacher’ biographical growth. In the preliminary stage for the autobiographical research to find out the combined meaningfulness of the critical ontology and bricolage, I mapped out the prominent and turning knowledges which made myself identified as ‘critical researcher’ in my research career. My research trajectory, based on the published research papers and books of mine, were reflected and divided into the four (narrative, critical, discursive, cultural) major turns. It turned out that I have developed my identity of ‘a critical researcher’ through the perspectives of critical ontology and bricolage. It is hoped that the further writing of autobiographies plays as a autonomous channel for developing the sense of being a critical researcher. Possible areas of research are discussed. This article concluded with some suggestions for future directions of methodological development.

‘비판적’ 응용언어학 연구의 토대 탐색 : ‘실존의 미학’과 ‘비판적 존재론’으로부터

신동일(Shin, Dongil) 한국사회언어학회 2022 사회언어학 Vol.30 No.1

By reviewing different theoretical backgrounds behind knowledge, politics, and power of language in critical approaches to applied linguistics, this study introduces a newly constructed foundation for critical research, so called, Foucault’s ‘thoughts from outside.’ In order to understand Foucault’s experience of the outside, this study firstly explores the meanings of prohibition and transgression in literary texts, in which Foucault reflected the question of ‘limits.’ For example, research on Georges Batalille’s works provided an opportunity to consider the meaningfulness beyond the limitation of language. In the late works of governmentality and subjectification, Foucault also reinterpreted Kant’s concept of enlightenment and critique in the philosophy of actuality, defined as the ‘arts of existence’ or ‘critical ontology of ourselves.’ In this study, the critique as ethos is re-valued in an on-going inquiry and experimentation for the autonomous self-constitution of subject, which can be placed in the critical study of language, education, and society. Possible areas of research and L2 education (e.g., translingual practice, identity construction, narrative education) related to Foucault’s technological ways of living, as well as the limitations of this study, are also discussed.

영어평가의 윤리성과 전문성에 관한 기초 현장연구

신동일(Shin, Dongil) 한국외국어교육학회 2008 Foreign languages education Vol.15 No.3

This study explores the effect of ethics-focused teacher training through exploratory action research methodology. Issues of ethical assessment has been taught at an university-based research program. The program implementation was planned and carried through continuous reflections-in-action. The following activities were collected or recorded among the participants: participants' journal writing, e-mail exchanges, official documents, and other relevant assessment records. Problems were identified and ethical issues of English language assessment were re-valued in Korean contexts. This research reported how Korean teachers has understood the meaningfulness of ethical dimensions in the field of English language assessment. It was not easy that they could formulate ethical assessment in their professional lives. The issues for further research were discussed.

영어평가 프로그램 개발 실행연구 - 채점자 교육과정에 관한 성찰과 반성 : 영어평가 프로그램 개발 실행연구

신동일(Shin Dongil) 한국영어교과교육학회 2005 영어교과교육 Vol.4 No.1

This study explores a rater training program through action research methodology. A new rater training program has been tried at an university-based test center for the last four years. The first and second implementation of a new program was replanned and carried through continuous reflections-in-action. The following activities were collected or recorded among participants of program development: participants" journal writing, e-mail exchanges, official documents, and other relevant assessment records. The locally developed program was also re-shaped from the perspectives of ISLPR, ACTFL rater training programs, and British Council"s Assessment Seminar. Problems were identified and practical solutions were suggested in the second half of 2003. Non-native speakers of English (NNS) were re-valued in English proficiency rating program, and it was suggested that EFL-centered NNS professionals can effectively set up a rater training program in Korea. Identity concerns for NNS testing professionals are discussed.

영어말하기 코칭수업의 효과성 연구 : 자기소개 발표를 중심으로

신동일(Shin, Dongil),김주연(Kim, Jooyun) 한국영미어문학회 2009 영미어문학 Vol.- No.93

The purpose of this study is to investigate the effect of coaching strategies in college-level English conversation class The main focus of coaching is on reflective peer coaching and test coaching the ten hour long coaching was conducted for five weeks in the English conversation class 56 college students were divided into two groups an experimental group learning from test and peer coaching, and a control group focusing on test coaching without peer coaching After the coaching program, four participants in the experimental group were invited into on-going interviews through face-to-face and on-line The result was summarized as follows First, students in the experimental group perceived the effect of coaching program much more positively than in the control group Second, peer coaching played a guiding role of fostering English learning skills Further research areas are also discussed

기업교육과정에서 스토리텔링 진단평가도구의 활용에 관한 탐색 연구

신동일(Dongil Shin),김금선(Keumsun Kim),박수현(Soohyeon Park),김나희(Nahee Kim) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.6

본 연구의 목적은 국내외 다양한 분야의 학술문헌으로부터 수집된 스토리텔링 진단평가도구들의 차별적인 특성을 기업교육의 맥락과 실제적 채점 활동으로부터 이해하는 것이다. 이를 위해 연구팀은 특수교육, 유초등교육, 언어치료, 영어교육 등 다 양한 학술 분야로부터 관련 선행문헌을 검토했고, 삼성전자 직원 대상의 2017년 봄학기 스토리텔링 교육과정에 참여한 3명의 학습자들이 사전-중간-사후 평가도구 문항에 응답한 자료를 각기 다른 진단평가 모형에 적용해보았다. 스토리텔링 진단평가 의 대표적인 모형 8개(Bliss, McCabe, & Miranda, 1998, Gilllam & Person, 2008; Hedberg & Stoel-Gammon, 1986; Heilmann, Miller, & Nockerts, 2010; Justice etal., 2010; Labov & Waletzky, 1967; Stein & Glenn, 1979)로부터 연구팀은 학습자들의 구술 자료를 채점하고 개별적으로 작성한 채점자 일지를 공유하면서 각 평가도구의 특성을 탐색했다. 채점자들의 관점과 채점 결과는 2018년 1-2월 총 5회에 걸친 전체 회의로부터 공개적으로 논의되고 조정되었다. 본 연구는 채점자들이 공유한 진단평가 과업의 적절성, 평가등급과 채점절차의 명시성, 평가영역의 채점 수행성에 관한 논점을 요약했고 추후 기업교육, 스토리텔링 교육, 구술 진단평가에서 고려되어야 할 사안을 제시해 두었다. The purpose of this study is to examine diagnostic assessment of storytelling proficiency in business education. Over the decades, oral narrative skills have been deemed as a key component of language learning process, and the related diagnostic information has been significant interest to researchers and practitioners in speech pathology, children language learning, or first/second language acquisition. Few studies, however, have been devoted to storytelling assessment in EFL (English as Foreign Language) business education. In this study, eight diagnostic assessment models of storytelling were collected, revised, and evaluated by five experienced researchers and teachers in a business education program, where students enrolled on the course titled ‘English Storytelling Practice’ within Samsung Electronics. Oral narrative samples were analyzed by micro, macro, mixed narrative scoring schemes. It was found that as micro narrative scoring scheme had low practicality to raters, especially for time-consuming and ambiguous rubric, so did mixed narrative scoring scheme. Macro scoring scheme had relatively high practicality to raters, but it provided insufficient diagnostic information to upper intermediate level storytellers. Theses finding have implication for future development of diagnostic assessment instruments in localized and business contexts.