신경숙 소설의 문체 교육 연구

국문 초록 (Abstract)

소설 수업이 보다 재미있고 활기 있게 이루어지기 위해서는 소설 문체 교육에 대한 보다 근본적인 반성이 필요하다. 지금까지의 소설 수업은 교사의 주도 하에 교사가 소설 문체의 미적 가치를 학습자에게 일방적으로 전달하고, 학습자는 이를 수동적으로 수용하는 방식으로 이루어져 왔다. 따라서 본고에서는 학습자의 소설 문체에 대한 주체적이고 비평적 읽기를 통해 작가와 소통하는 행위와 작품 감상의 능동적 참여를 강조하는 소설 문체 교육 방법에 대해 고찰해 보고자 한다.

국문 초록 (Abstract)

본 자료는 과제의 원자료이다.
연구에서는 원천 텍스트인 『엄마를 부탁해』의 문체 특성을 국어학의 관점에서 24가지 유형으로 분화하고 목표텍스트인 김치영의 『Please look after mom』과 비교하여 각 문체의 등가성이 번역된 양상을 분석하였다.

다국어 초록 (Multilingual Abstract)

It is not easy for teachers to call students' attention to the novel text during class, because learners, called visual generation, are interested in the visual media more than the novel text itself. Accordingly, visual media are utilized widely in a novel class, which results in a novel losing it's importance.
So it has been considered how the novel text can survive not depending on other media. Consequently, I was interested in the fact that a novel is language-based art, which means that learners could enjoy "tasting language" put in a novel. "Flavor of language" in a novel text stands for a "style". It is composed of not only writing skills but writer's mentality. Moreover, it is impossible to visualize a great idea without writer's style although various topics and excellent techniques exist. In other words, the language is not simply a piece of tool that holds contents but an ultimate essence.
Not including a style in a novel class could cause a novel to lose it's way and wither away in the end. Through cognitive and analytic approach to the style, subjective and active ability to criticize a novel can be developed. Therefore, teaching a style in a novel class is valuable educationally.
For more interesting and animated novel class, a fundamental reflection on style-teaching is needed. In order to frame basic concepts of a style and identify a current status of style-teaching, Chapter Ⅱ examines the 2007 revised curriculum-oriented contents in the 10th grade, completion stage in The National Common Basic Curriculum, and analyzes 16 authorized Korean textbooks. Due to the difficulties of approach to a style in novel class, stylistics was being ignored somewhat in the existing curriculum and textbooks. Reference to a style is found in the latest curriculum and textbooks and it is considered to be an attempt to approach to it. As a task-centered literary education is encouraged nowadays rather than knowledge- and analysis-centered, more attention is paid to tasks and activities in textbooks. Out of them, some are specific and practical but others are not.
Chapter Ⅲ deals with stylistic analysis of Shin Kyung Suk's works, Secluded Chamber and Please, look after mom, which have been loved by critics and her public. Stylistic features are noticeable in her works since she immersed herself in the style.
First, characteristics of spoken language like stammering and hesitating are found and this is for revealing a narrator's and characters' introverted mind.
Second, food-related vocabularies are used frequently for a detailed description of eating scene to emphasize women's natural maternity.
Third, a poetic language makes the novel lyric like poem.
Fourth, functional punctuation becomes meaningful, so the novel has an unique style as well.
Fifth, it captures the look of life vividly sometimes going beyond tense and point of view.
Sixth, with quotations from poems, other novels, songs, the novel is not confined to itself and various colors are added to it.
Chapter Ⅳ discusses various classroom activities that will be useful for teaching a style in Shin Kyung Suk's works. They are based on the examination and analysis of the curriculum and textbooks. In accordance with the 7th Educational Curriculum, activities are designed to increase learner's interest and active participation.
In conclusion, this dissertation might be incomplete to some extent in that completing literary text with one's own style is a final destination of style-teaching. I hope that subsequent researches are continued for a more advanced study on a style.

국문 초록 (Abstract)

학위논문(석사)-- 부산대학교 교육대학원 : 국어교육전공 2011. 2

국문 초록 (Abstract)

1. 서론
1.1 연구의 목적과 방법
1.2 연구사 검토
2. 문체의 개념과 문체 교육의 내용
2.1 문체의 개념
2.2 문체 교육의 내용과 교과서 분석
3. 신경숙 소설의 문체 분석
3.1 인물의 심리와 더듬거림․머뭇거림의 언어
3.2 인물의 모성성과 향토어
3.3 서정성과 시적 언어
3.4 문자 언어 초월과 부호의 언어
3.5 삶의 재현과 넘나듦의 언어
3.6 글의 빛깔과 삽입의 언어
4. 문체 교육의 지향점과 학습활동 계발
4.1 문체 교육의 지향점
4.2 학습활동 계발
5. 결론
* 참고 문헌
* ABSTRACT