페렐만의 보편청중 개념과 작문의 독자 이론 -페렐만(Perelman)과 파크(Park)의 논의를 중심으로-

정희모 ( Hee Mo Chong ) 한국작문학회 2012 작문연구 Vol.0 No.15

이 논문은 작문 이론의 관점에서 페렐만(Perelman)의 청중 이론을 분석한 것이다. 페렐만의 청중 이론은 페렐만이 전통적 수사학을 현대사회에 맞게 새롭게 주창한 <신수사학>의 핵심 개념이다. 페렐만은 논증추론의 타당성과 합당성에 대한 근거를 찾기 위해 청중(audience)에 주목했다. 수사학에서 담론의 성공과 실패는 결국 청중을 설득하느냐, 못 하느냐에 달려있기 때문이다. 그래서 페렐만의 수사학에서 청중은 가장 중요한 요소에 해당한다. 전통적인 작문 이론은 수사학의 영향을 많이 받았다. 이 논문에서는 수사학에서의 청중 개념과 글쓰기에서의 독자 개념에 대해 페렐만과 파크(Park)의 관점을 중심으로 자세히 살펴본다. 작문 이론에서 독자 개념은 두 가지로 나누어진다. 하나는 ‘전달받는독자 개념’이고, 다른 하나는 ‘호출하는 독자 개념’이다. 전자는 전통적인 수사학적 관점이며, 후자는 수사학적 관점을 비판하고 새롭게 제기된 관점이다. 페렐만은 신수사학 통해 전통적 관점과 결별하고 후자의 관점을 택한다. 다시 말해 청중은 독자 개념과 같이 작가의 주관 속에 호출된 존재로서 관념의 산물이다. 독자는 실재 존재 유무와 상관없이 필자의 의식 속에 상상된 허구의 산물인 것이다. 페렐만의 이런 관점은 전통적 수사학과 결별한 매우 선진적인 것이었다. 파크 역시 독자를 허구적 존재, 즉 호출된 존재로 보았다는 점에서 페렐만과 유사하다. 그러나 청중이나 독자를 규정하는 구체적인 내용에 있어서는 파크는 페렐만과 생각을 달리한다. 페렐만은 보편청중의 개념을 통해 오디언스를 보편적 합리성, 보편적이성의 의미로 사용한다. 그래서 이를 모든 수사적 담론의 이성적 판단근거로 사용했다. 이에 반해 파크는 독자를 보다 구체적인 맥락의 개념으로 파악하고 페렐만의 관점을 추상적이라고 비판한다. 파크는 페렐만의 보편청중 개념이 실제 창작과정에서 구현할 수 없는 주관적, 관념적산물로 인식했던 것이다. 파크처럼 기능면에서 독자를 분석하면 페렐만의 보편청중 개념은 담화공동체에 가깝다고 볼 수 있다. 페렐만의 보편청중 개념은 한 시대, 한 집단의 통념과 가치를 대변하기 때문이다. 이 논문에서는 두 사람의 이론을 비교하며 이런 점을 밝히고자 했다. This article is to analyze Perelman``s Audience in writing theory. Perelman`s Audience theory is the key concept of New Rhetoric that Perelman changed traditional rhetoric into the new rhetoric to fit modern society. Perelman emphasized the audience to take the evidence on the validity and rationality in argument inference. The success and failure in rhetoric depends on whether it persuades the audience or not. Therefore the audience is very important in Perelman`s rhetoric. Specifically He think that universal audience is more important than particular audience. Traditional writing theory was heavily influenced by the rhetoric. This article examines Perelman and Park`s point of view in rhetoric`s audience and writing`s audience. Writing`s audience is divided into two ways in writing theory. One is ``audience as addressed`` and the other is ``audience as invoked``. The former is a new viewpoint and the latter is traditional rhetoric. Perelman doesn`t use traditional viewpoints any longer in new rhetoric and chooses the audience as invoked. Generally readers are just fiction that writers make in the imagination. Park believes that the audience as invoked is to be produced in the writing. Namely the readers perform the function of context in writing process. If Perelman sees the audience in the functional aspects, his audience corresponds to discourse community. This article tried to figure out the difference of the two theories from the viewpoint of the audience.

대학 글쓰기 교육에서 학습 전이의 문제와 교수 전략

정희모 ( Hee Mo Chong ) 한국어교육학회 2014 국어교육 Vol.0 No.146

The article deals with learning transfer and instruction strategy in first year composition. Russell, Wardle, Downs critically analyzed the learning transfer of writing skills that students learned in their first year composition courses. The main teaching goals in FYC are that students learn about general writing skills and then apply their skills to new contexts and situations. But Russell, Wardle, Downs assert that these ways are wrong and not effective because writing should not be separated from real context and should not be generalized. Therefore, they believe what is gained and learned through FYC is not effective and does not transform into competent writing abilities for the student’s major. they suggest that the students should take writing theory education. Wardle and Downs insist ‘Writing about Writing’ education rather than Universal Academic Discourse. The article recommends revising teaching methods while maintaining the existing education style. Principles of the new teaching methods are as follows: First, students should recognize learning transfer clearly. The next principle is extracted in writing process and then applied to new situations. Lastly, the class assignment and class curriculum should have an appropriate sequence with each other. This article explains these principles in further detail.

대학생 쓰기 교육을 위한 텍스트 특성 비교 -대학생 필자와 전문 필자의 텍스트를 중심으로-

정희모 ( Hee Mo Chong ) 한국어교육학회 2011 국어교육 Vol.0 No.135

This study was considered to compare the quality of texts written by students with that of experts for college composition. It analyzed the quality of texts of each twenty text of three groups; upper group and lower group of students, and experts group. This study used nine theological Analysis Tools; X1: T-unit numbers, X2: topics of sentence number, X3: whole word numbers, X4: incorrect sentence number/ whole sentence number, X5: cohesive ties number/ whole sentence number, X6: the number of thematic chunks, X7: whole word numbers/ T-unit numbers, X8: T-unit numbers / topics of sentence number, X9 the number of thematic chunks/the number of sentence theme. The result of analysis is as follows: there is no difference upper group and lower groups of students, on the other hand there is a big difference between students and experts. According to the result of Kruskal Walls test and Nonparametric Two-Independent-Sample TEST, there are big differences students and experts in X4: incorrect sentence number/whole sentence number, X6: the number of thematic chunks, X9 : the number of thematic chunks/the number of sentence theme. Experts have no incorrect sentences whereas students have a lot of incorrect sentences. the topic of sentence written by experts are connected consistently each other toward The topics of text, but students show the lack of coherent states in it. Therefore in order to write good texts, students should closely connect topics of sentence toward The topics of text.

작문에서 문법의 기능과 역할

정희모 ( Hee Mo Chong ) 청람어문교육학회 2013 청람어문교육 Vol.47 No.-

This paper discusses the role and the function of grammar education in writing. Looking at the results of experimental studies, it is not effective to teach students grammar through writing education. Though students are taught grammar to write essays well, their writing skills didn`t improve very much. The reason is that language is not acquired through rules and systems but it is acquired through circumstance and contexts. The crisis of Grammar Education has become an issue in the meantime. Therefore it has been a goal to change knowledge-based Grammar education into Function-oriented Grammar Education. Integrated Grammar Education theory proposed that grammar would be meaningful to improve language abilities. Function-oriented education that considers especially grammar as the tool for meaning production was mostly preferable. But the perspective of Function-oriented Grammar doesn`t accord with cognitive processes languages are produced. Though you create languages that change concept and meaning to symbolic system through vocal system, some rules and systems don`t make sense in language. Moreover, in the case of a native writer, language rules are saved as knowledge of language in the long-term and automatically. For this reason if you are not novice, grammar is seldom a tool of production in language life. In cognitive perspective, foreigners who learn Korean and novice writer only use grammar as the tools of meaning production. In addition, the principle of written text is very complicated. The text includes sentence-dimension, text-dimension and rhetorical dimension. Genre comes from the meaning of the words to create a bridge relationship between the author and the readers they have an effect on writing. Because of several reasons, from the point of view cognitive perspective it`s not good to use function-oriented grammar education for the writing.

글쓰기 평가에서 객관-주관주의 대립과 그 함의

정희모 ( Hee Mo Chong ) 우리어문학회 2010 우리어문연구 Vol.37 No.-

대학생 글쓰기 텍스트에 나타난 오류 양상

정희모(Chong, Hee-mo),유혜령(Yu, Hye-ryeong) 중앙어문학회 2012 語文論集 Vol.52 No.-

This article aims to analyze errors and to calculate frequency of erros in 43 texts of college students" writing. The result is that the most frequent errors are "error of the word spacing", "missing constituent of sentence", and "improper choice of words". The erros of the word spacing in students" texts occur mainly in sentences which have noun phrases, modifiers, or bound nouns. The omission of subject is the most frequent error of "the missing constituent of sentence". Through the error of "improper choice of words", we noticed that the college students don"t know differences of basic meaning of words. The other high frequency errors are "errors of highly complicated syntactic structure", surplus of sentence meaning", "errors of punctuation marks" and so on. Of the errors which is ranked in top 10 by error frequency, errors of sentence level, especially grammatical errors frequently occurred in the college students" texts This suggests that teaching of sentence writing, especially teaching of grammar is needed for Korean Students. Also through this analysis, it was found that error frequency per 100 words in Korean texts is much more than in English texts. These findings suggest that teachers have to teach grammar and orthography regulations in education of writing from middle school period.

창의 융합 과정으로서 작문과 작문교육

정희모 ( Hee Mo Chong ) 한국독서학회 2015 독서연구 Vol.0 No.35

This article is written in order to find a way for educational counterplan from the Writing Instruction``s perspective for the 2015``s Education Ministry``s revision to the integrated national curriculum standards of liberal arts and natural sciences. The Education Ministry points out the core competency as an ability which a learner should be prepared with for the future society``s renovation. For the core competency in writing instruction, this article suggests basic learning skills, communication skills, and creativity; however, this kind of core competency is equivalent to the learning ability, which was previously learned in the Writing Instruction. This assigns the reason for the functioning of Writing Instruction as a primary subject even in the creative fusion curriculum. This article concentrates upon writing``s basic learning ability and creativity. Writing``s basic learning ability was investigated through Applebee``s research. As a result, Applebee``s study proved that the writing has been an important learning tool for various subjects. Writing``s creativity, which originates from the linguistic creativity, collects knowledge, organizes knowledge, and produces new knowledge. This is why writing is used as a learning tool widley for almost all knowledge-based subjects. The key here is that writing``s creativity includes language knowledge; an ability to make sentences and organize properly plays an important role in writing``s creativity. That is to say that writing``s creativity should not be seen only as thinking ability. Lastly, this article recommends microscopic fusion method for writing instruction instead of macroscopic fusion method. It is not desirable for writing to be combined subject to subject because writing is used in various subjects as a learning tool. Rather it is more useful to seek diverse integrated learning methods within the area of the Korean language education. Therefore, improving in existing writing teaching methods, which is reading and writing, whole language education, and writings in everyday life according to the spirit of creative fusion education is a better way.

작문 이론의 구체성과 실천성

정희모 ( Hee Mo Chong ) 고려대학교 한국어문교육연구소 2011 한국어문교육 Vol.10 No.-

Recently writing researches are changing gradually in the abstract rather than in the concrete. Therefore this paper was written to criticize recent trends in the writing. In fact wilting research will take more concrete when it is based on the pedagogical point of view. Recent writing research has been more influenced the discourse of the humanities than pedagogical discourse, so writing researchers are more interested in exploration about the ideology and Meta-discourse relating to writing than exploration about writing education. For example, critical cultural studies and post-process movement shows the characteristic of writing research. Critical cultural studies expose dominant ideology including cultural discourse and make out alternative discourse. On the other kinds post process movement oppose to use systematic method and to introduce centered principle in writing research because of the impact of deconstruction. It also criticizes to explain the theory of writing process. In the basis of such arguments, philosophy of deconstruction of postmodern is the background. This paper is to present constructivism newly in order to overcome such as abstractness. Constructivism receives make meaning in text and communicates meaning between texts unlike post process movement. For this reason constructivism can make the direction of writing education positively in writing research. Therefore this paper will divide the theory of writing into theory-oriented paradigm and education oriented paradigm in order to vitalize writing education research. In addition, it will encourage education-oriented paradigm.

작문 연구의 방향과 전망 -대학 작문에서 인지적 연구의 필요성과 방향-

정희모 ( Hee Mo Chong ) 한국작문학회 2013 작문연구 Vol.0 No.18

이 논문의 목표는 대학 작문 연구의 최근 경향을 분석하고 바람직한연구 방향을 제시하고자 한 것이다. 대학 작문 연구는 초기에 대학 교실현장의 작문 교육을 위해 시작되었으며, 언어적 방법과 인지적 방법이 중심을 이루었다. 당시 유행했던 언어적 방법으로는 ‘문장의 생성수사학’, ‘모방훈련’, ‘문장결합교수법’ 등이 있다. 이 방법들은 주로 핵심적 문장을 확장하여 텍스트를 작성하거나 규범적 문장을 모방하는 것으로 지금에서 보면 텍스트를 작성하기 위한 초보적인 방법이었다. 인지적 방법은 쓰기과정에서 필자의 사고 과정을 탐색하고자 한 방법으로, 쓰기를 문제 해결 과정으로 보았다. 쓰기 과정을 계획하기, 작성하기, 교정하기로 나누어 각 단계에서 작가가 인지 활동을 통해 문제를 풀어나가는 과정을 살펴보고자 했다. 그렇지만 쓰기 과정에 대한 정확한 인지 활동을 자세히이해하기는 어려웠다. 이들 방법들은 1980년대 이후 사회적 관점과 포스트모더니즘의 대두와 함께 차츰 사라졌다. 학문 경향을 반형식주의, 반행동주의, 반경험주의 사조가 주도함에 따라 언어적 방법이나 인지적 방법은 더 이상 주요한 연구방법이 되지 못 했다. 이와 함께 언어적 방법과 인지적 방법은 글쓰기를 너무 단순하고 고정적인 과정으로 보아 연구에 있어 큰 발전이 있기 힘들었다. 이후 대학 작문 연구에서는 비판적 문화 연구와 같은 사회적 관점이 주된 연구 경향이 되었다. 이 논문에서는 한국의 대학 작문 연구에 있어 인지 연구가 무엇보다 필요하다는 관점을 취한다. 작문 연구에서 사회적 관점은 언어가 생성되고 교류되는 환경을 분석하는 데 도움을 주었으나 작문 교육에는 별다른 도움을 주지 못했다. 인지 연구는 표상차원(문장 수준), 텍스트 차원(텍스트수준), 독자·필자 차원(맥락 수준)에서 폭넓게 필자가 글을 쓰는 사고 과정을 추적할 수 있다. 이를 통해 작문 교육에 무엇이 필요한지, 어떤 교육방법을 써야 할지 판단할 수가 있다. 여기서 이전처럼 작문 과정을 단순하고 고정적인 것으로 보지 않고, 매우 복잡하고 폭넓은 과정으로 인식하는 것이 중요하다. 이 논문에서 제안하고 있는 인지적 방법은 텍스트생성에 관한 인지 연구, 문장 연결에 관한 인지 연구, 텍스트 주제와 구성에 관한 연구, 담화 공동체와 장르 인식이 텍스트 생산에 미치는 연구등이 있다. The purpose of this study is to analyze the trend of college writing research and to show the desirable research of college writing. In the beginning of college writing research, it has been used mainly linguistic methods and cognitive methods. For example, Linguistic methods include Generative rhetoric of sentence, Imitation, and the sentence-combining. In cognitive methods, writing is regarded as a problem-solving process, and it is made up of planning, translating and reviewing. The problem of Linguistic methods and Cognitive methods is that writing process is considered to be fixed and uniformed. Those two methods disappeared as post-modernism and social perspective emerged in the 1980s. The advent of anti-formation, anti-behaviorism and anti-empiricism caused to weaken Linguistic methods and cognitive methods. After the 1980s, critical cultural studies and social perspective became main research trends in writing research. In this study, college writing research needs cognitive research more than anything. In writing education, cognitive research can figure the thinking process of writer through the representation dimension, test dimension and writer-reader dimension. Through that, we will know what is needed in writing education and how to use teaching method.

대학 글쓰기의 교육 목표와 글쓰기 교재

정희모(Chong Hee-mo) 한국리터러시학회 2010 리터러시 연구 Vol.- No.1

이 논문에서는 대학 글쓰기 교재의 낙후성이 다음과 같은 두 가지 사실때문에 기인한다고 보고 그 대안을 강구한다. 첫째, 대학 글쓰기 교재의 낙후성은 교재의 목표가 불분명한 데서 발생한다. 둘째, 대학 글쓰기 교재의 낙후성은 대학 글쓰기 교수학습 방법에 대한 지식이 부족하기 때문에 발생한다. 이 논문에서는 이 두 문제에 대한 해결책을 강구하고 대학 글쓰기 교재의 전망을 살펴보았다. 우선 좋은 교재를 만들기 위해서는 대학 글쓰기 교육의 목표가 뚜렷해야한다. 이 논문에서는 대학 글쓰기 교육의 일반적인 목표로 ‘표현 능력의 신장’과 ‘사고력 신장’에 두고, 이에 대한 세부적이고 구체적인 목표 설정을 탐색했다. 여기서는 대학 글쓰기 교육의 구체적인 목표로 ‘추상적인 생각에 대해 논쟁하고 평가하는 능력’과 ‘사회적인 주요 담론에 대한 읽기 행위에 참여하고 이에 대한 반응의 글을 쓰는 것’으로 규정했다. 대학 글쓰기 교재에서 교수·학습 활동을 반영하기 위해서는 학습자 중심, 탐구 중심, 활동 중심, 실습 중심의 수업을 지향해야 한다. 강조할 것은 글쓰기 교재가 교수자 입장이 아니라 학습자 중심의 입장을 지녀야 한다는 것이다. 이 논문에서는 교수·학습 활동을 반영한 교재로 한 학기 전체를 여러 개의 과제로 묶어 내는 연구 프로젝트(research project)식의 모형을 추천한다. 글쓰기 교재는 앞으로 어떤 형식이든지 변화가 불가피하다. 특히 디지털 환경이 교재 형식과 내용을 바꾸기를 요구할 것이다. 따라서 앞으로 제작되는 글쓰기 교재들은 반드시 디지털 환경을 고려해야 한다. 디지털과 상호소통이 되지 않는 글쓰기 교재는 자리를 잡기가 어렵게 될 것이다. 마지막으로 가장 중요한 점은 교수자가 학생을 변화시키겠다는 의지나 열정이다. 글쓰기 교재 역시 이런 진정성을 가지고 편찬하면 성공할 수가 있을 것이다. This paper explains the low quality of college writing textbooks has two reasons. The first, this is the reason why is the goals of writing textbooks are not clear. The second reason is the lack of knowledge in the method of teaching and learning. For developing good teaching materials, it needs to have the concrete goals in relation to improve of the ability of expression and thinking skills. College writing education needs to form the concrete goals that are the ability to evaluate and to argue about the concreted thinking. Also it sets the specific goals that are to write articles on the reaction about social issues. To reinforce the activities of teaching and learning in writing textbooks, the classes need to organize learner centered. inquiry based, activity centered and field centered. It is very important that writing textbooks have sites not teachers centered but learners centered. For instance there is a research project program that the class consists of several assignments through the one semester in a writing textbook. In particular we prefer this teaching method in class. Writing textbooks will be needed a change in the near future. Expecially in the digital environment it will affect the formats and contents. Therefore writing textbooks should be considered digital environment.