화법 및 작문 이론의 대비를 위한 예비적 논의

민병곤 ( Byeong Gon Min ) 한국작문학회 2009 작문연구 Vol.0 No.8

필자는 화법 이론과 작문 이론의 자기 정체성 정립을 위하여 양자를 대비 고찰할 필요가 있음을 전제하고, 이론의 개념과 구성 요소, 화법 이론과 작문 이론의 동향을 살피고, 대비적 논의의 생산성을 위한 연구 방향을 제안하였다. 주요 내용을 간추리면 다음과 같다. 첫째, 화법 이론과 작문 이론은 모두 학문적 자기 정체성 정립의 과제를 안고 있다. 이러한 점에서 인접 이론인 화법 이론과 작문 이론은 서로를 참조하면서 연구 대상과 방법을 이론화해 나갈 필요가 있을 것이다.둘째, 이론은 하나의 연구 프로그램이 갖추어야 할 요소들을 포괄적으로 전제해야 한다. 화법 이론과 작문 이론에 대한 기존의 연구가 이러한 전제에 대한 검토를 기반으로, 이론적 지형과 맥락을 파악하면서 다루어져 왔는지 고려해 볼 필요가 있다. 셋째, 이론 간의 대비를 위해서는 비교의 기준 설정이 필요하며 연구대상을 공유해야 한다. 화법 이론과 작문 이론의 대비를 위해서는 양자를 연구 프로그램(이론1)의 층위에서 대비할 것인지, 아니면 특정 이론(이론2)의 층위에서 비교할 것인지를 고려해야 하고, 각각의 경우 모두 비교의 기준이 될 만한 범주나 메타 이론의 설정이 필요하다. 넷째, 화법 이론과 작문 이론의 기본적 연구 대상은 각각 화법 현상과 작문 현상이다. 양자를 미시적으로 대비하기에 용이한 지점은 화법 현상과 작문 현상이 교차하는 담화 및 텍스트를 선정하는 데 있다. 다섯째, 화법 이론 및 작문 이론의 통합으로서의 표현 이론은 화법과 작문만이 아닌 좀 더 보편적인 표현의 원리에 기반을 두어야 한다. 거시이론으로서 화법 이론과 작문 이론의 비교는 언어가 아닌 다른 표현 매체를 활용한 표현의 이론들을 아우르는 표현론 또는 표현학의 관점에서 논의될 수 있을 것이다. This paper states that oral communication theory and written composition theory need to be compared in order to establish their disciplinary identities. It explains the concept of and the elements of a theory, explores the contemporary theory of oral communication and written composition, and suggests the direction for contrastive research program for productivity. The main ideas established are as follows: Firstly, oral communication theory and written composition theory face the challenge of establishing their own identities as academic disciplines. In this respect, both disciplines need to refer to each other and to theorize their own research objects and methodologies. Secondly, a theory should contain elements related to its research program such as philosophical, theoretical, analytical, empirical, and practical elements. We need to check whether the previous research program on oral communication theory and written composition theory was based on the consideration of the elements and context. Third, in order to compare the oral communications and written composition theories, researchers need to set criteria for comparison and employ research objects. They need to decide on the levels at which they can compare the two theories, that is, whether on the research program (theory1) or on the specific theory level (theory2). In addition, it could be helpful to have some categories and meta-theories that can be applied. Fourth, the basic research objects of the oral communication and written composition theories are phenomena of oral communication and written composition, respectively. A proper position for a comparison would be to choose discourses or texts in which the two phenomena cross over. Lastly, an expression theory as an integration of oral communication theory and written composition theory should be based on universal principles of expression with respect to speaking and writing. A comparison between the oral communication and written composition theories as a macro theory could be discussed from the perspective of the inclusive expression disciplines.

국어 수업 컨설팅 모형 및 매뉴얼 개발 연구

민병곤 ( Byeong Gon Min ),권회경 ( Hoe Kyung Kwon ),이은미 ( Eun Mi Lee ) 한국어교육학회 2007 국어교육 Vol.0 No.123

이 연구는 국어 수업 컨설팅 모형을 구안하고 국어 수업 컨설턴트를 위한 사용자 매뉴얼을 개발하는 것을 목적으로 한다. 국어 수업 컨설팅이란 교사의 자발적 의뢰를 바탕으로 국어 수업에 관련된 문제를 해결하거나 전문성을 계발하기 위해 국어 수업에 대한 전문성을 갖춘 사람들이 제공하는 조언활동이다. 국어 수업 컨설팅은 국어 수업의 질을 제고하는 것을 목표로 하며, 국어 수업 컨설팅의 주요 과업은 국어 수업과 관련한 문제 진단, 대안 수립, 해결 방안 실행 지원 The purpose of this research is to design an instructional consultation model and to develop a user manual for consultants in Korean. Instructional consultation in Korean can be defined as supportive advice that specialists of instruction in Korean provide

표준 화법의 개정을 위한 직장, 사회에서의 호칭,지칭어 사용 실태 분석

민병곤 ( Byeong Gon Min ),박재현 ( Jae Hyeon Park ) 한국화법학회 2010 화법연구 Vol.0 No.16

학문 목적 한국어 말하기 평가 도구 개발 연구

민병곤 ( Min Byeong-gon ),조수진 ( Cho Su-jin ),홍은실 ( Hong Eun-sil ),박현정 ( Park Hyun-jeong ),강석한 ( Kang Seok-han ),이성준 ( Lee Sung-jun ),오예림 ( Oh Ye-lim ),이승원 ( Lee Seung-won ),안현기 ( Ahn Hyunkee ) 한국어교육학회(구 한국국어교육연구학회) 2017 국어교육 Vol.0 No.157

The overall purpose of this study was to develop a Korean speaking test for academic purposes for foreign students. As part of this purpose, this study particularly focused on the processes of designing a test framework and verifying the developed test items. The test framework was developed through theoretical reviews, surveys, and the Delphi Method. We suggest these four constructs for the final test version: “vocabulary and grammar,” “pronunciation and fluency,” “content,” and “organization.” We also added “overall performance” as a holistic criterion. Six different tasks for the test were derived from the three types of discourse in academic situations: narratives, explanations, and persuasions. Within the test framework, we also developed many test items and finally developed a trial test set of Korean Speaking Test for Academic Purposes(KoSTAP), an Internet-based Korean speaking test. A total of 120 foreign students participated in the KoSTAP test, and we collected 720 responses. Nine Korean speaking test experts scored the tests in accordance with the scoring rubric we developed. For statistical validity, we conducted a statistical analysis of test results for the Items, constructs, raters, and test-takers. The results showed that the overall test reliability was very high, and the interclass-correlation between the test types and examinee groups was at a good level. To clarify the relationship between the tasks and constructs, we also conducted a correlation analysis and found that some test items showed low quality when estimated by task format and prompt. An analysis of test-takers also showed that there were significant differences in the Korean language levels and academic levels among the them.

TV 토론 담화의 논증 분석 -화용,대화론적 접근법을 중심으로-

민병곤 ( Byeong Gon Min ) 한국텍스트언어학회 2001 텍스트언어학 Vol.11 No.-

논문 : 한국어능력시험의 운영 현황 및 과제

민병곤 ( Byeong Gon Min ) 국제한국어교육학회 2005 한국어 교육 Vol.16 No.3

Based on statistical data, the writer presents an overview of the 8th TOPIK conducted in 2004, casting light on certain problems involving its management and execution. Following this, the writer suggests several solutions. Firstly, in order to develop the TOPIK as a scientific test and to enhance its quality, it is necessary to conduct systematic and in-depth research on each test. Secondly, availability of the item bank and vocabulary lists of previous tests will prove to be helpful to those who prepare these tests. Thirdly, a manpower pool consisting of experts with diverse academic backgrounds should be established and a greater number of training workshops should be organized for them to participate in. Fourthly, the TOPIK should be designed and reported such that it satisfies the diverse needs of the applicants. Fifthly, the current scoring system should be replaced by a more reliable one in terms of measurement science, since it does not equate each test and continues to have the same benchmark every year. Lastly, the TOPIK should customise its design and content according to the diverse needs of the people. (Gyeongin National University of Education)

"화법과 작문" 과목의 정체성에 대한 비판적 고찰

민병곤 ( Byeong Gon Min ) 한국작문학회 2012 작문연구 Vol.0 No.16

필자는 2012 개정 고등학교 국어과 교육과정 선택과목 ‘화법과 작문’의 성격을 비판적으로 검토하고 ‘화법’과 ‘작문’ 과목 각각을 중심으로 한 과목 정체성 재정립 방안을 제시하였다. ‘화법과 작문’ 과목의 문제점으로 제기한 내용은 크게 다음 세 가지이다. 첫째, 교과 내적 요구에 의해서가 아니라, 과목 수 축소 및 저조한 과목 선택률 개선과 같은 교육 외적인 요구에 의해서 통합을 강요받았다는 점이다. 둘째, ‘화법과 작문’ 과목이 다른 영역과의 결합 필요성을 배제하거나 간과하게 한다는 점이다. 셋째, 가장 큰 문제점으로 ‘화법’이나 ‘작문’의 개체적 자율성을 보존하기 어렵게 만든다는 점이다. 이러한 문제를 개선하는 방안으로 필자는 개별 과목 중심으로 타 영역을 수렴하여 통합하는 과목 정체성 재정립 방안을 제시하였다. 화법과목은 ‘연설’ 교육 내용을 예로 들어 타 영역의 내용이 어떻게 화법 과목에 통합될 수 있는지를 제시하였다. 그리고 작문 과목은 ‘설득하는 글쓰기’를 예로 들어 논의하였다. 필자는 이러한 방안이 개별 과목의 정체성을 유지하면서 공통과정의 학습 내용을 심화·발전시키고 나아가 선택과목에서 언어 사용의 실제성을 높이는 데 기여할 것으로 보았다. 마지막으로 이러한 내실 있는 과목 정체성의 확립이 전제될 때에만 교육 외적인 논리에 의해서 교과목을 해체하거나 통합하도록 강요받는 사태를 예방할 수 있을 것임을 강조하였다. The author critically reviews the identity of ``Speech Communication and Written Composition (SC&WC)``, an optional subject in the revised 2012 Korean curriculum for high schools, and shows how it can be effectively separated into the individual subjects of ``Speech Communication`` and ``Written Composition``. The issues discussed are as follows: First, the integration of the two subjects was forced not by the internal needs of the subjects but by external ones such as reduction in the number of optional subjects and enhancement of the low ratio of selection. Second, little or no possibility existed of integrating the two subjects with any other subjects. Third, most importantly, it is difficult to preserve the individual autonomy of the two subjects when teaching SC&WC as a whole. To solve these problems, the author suggests an alternative that involves reconstructing the identities of the subjects separately by including topics from other areas in them. A content example is presented, in which topics such as public speech and persuasive writing are integrated into the contents of the subjects. Additionally, ideas are presented which would contribute to the preservation of the autonomy of optional subjects, to the development and deepening of the core curriculum`s teaching and learning contents, and to the enhancement of practical language use. Finally, the need is emphasised for preparing for possibly enforcing the integration or deconstruction of subjects on the basis of external educational needs and through the establishment of the identity of separate optional subjects.

국어교육에서 지식이란 무엇인가? - 국어교육 내용으로서의 지식에 관하여 ; 말하기,듣기 교육 내용으로서의 지식에 대한 고찰

민병곤 ( Byeong Gon Min ) 국어교육학회 2006 國語敎育學硏究 Vol.25 No.-

일반논문 : 화법,독서,작문교육 연구의 소통을 위한 커뮤니케이션 연구의 시사

민병곤 ( Byeong Gon Min ) 한국어교육학회(구 한국국어교육연구학회) 2015 국어교육 Vol.0 No.151

The purpose of this paper is to review the discipline of communication theories as a way to intercommunicate among Listening/Speaking, Reading, and Writing education research and to explore its method and direction. First, the author starts with the premise that each of the three sub-disciplines has its own individuality as a part of the language education discipline. He then reviews the tradition of communication theories as a common ground of the three disciplines from a meta-discourse perspective. He explains three aspects of intercommunication among the sub-disciplines: purposes, content, and methods of communication. He presents the following intercommunication purposes: the construction of self-identity of each sub-disciplines, the systematization of the superordinate discipline, and improvement of the learners’ language lives. As for content of intercommunication, he lists components of a theory, characteristics and methodologies of the research, and research objects as the aspects. Furthermore, exposition, comparison and analysis, and integration are the main steps he proposed as methods of communication. Finally yet importantly, the author pays attention to the ecological approach as a common agenda. This view is related to the concept that literacy is a kind of social practice; on that basis, he emphasizes that it is important to research language activities in and out of school throughout life, while considering a practical living context.

텍스트 중심 국어과 교육과정의 교재화 방안 -7학년 말하기 영역 "인터넷 토론"을 중심으로-

민병곤 ( Byeong Gon Min ) 한국텍스트언어학회 2009 텍스트언어학 Vol.26 No.-

The purpose of this study is to identify and address the problems to be considered in the process of interpreting achievement standards and designing the Korean Language and Life Korean Language textbooks for the 7th grade in line with the Korean language curriculum revised in 2007. A case on how to organize a section will also be presented. In order to conform to the objectives of the revised curriculum, the editor has to construct content such that learners understand the elements involved in the production and reception of texts and enhance their ability to practically produce and receive various texts. The writer therefore explores how to reflect the achievement standards for textbooks such as Korean Language and Life Korean Language in the `internet bulletin board debate` on the speaking strand in the 7th grade, and presents the direction to be taken when designing and organizing a section. This paper is from the writer`s perspective that the internet bulletin board debate should be operationally defined and formalized as an educational genre since it is a relatively new and flexible text type. The main idea is that the Korean Language textbook should be divided into two parts: `principles` and `reality`. The latter should be particularly useful in helping learners understand the characteristics of the text and participate in text production. In addition, the writer proposes that the Life Korean Language textbook should include selective or integrated content that encourages the learners to participate in activities such as discussions or argumentative essay-writing. Finally, he points out certain constraints that need to be addressed in the process of designing a textbook in line with the text-based curriculum, and suggests some ways in which this can be accomplished.