“은유(metaphor)”를 통해 본 대학생의 글쓰기신념

국문 초록 (Abstract)

최근 대학교육 현장에서 강화되고 있는 학생들의 글쓰기(역량)에 대한 인식은 문식성(literacy)의 개념 변화와도 관련이 깊다. 그러나 이러한 인식변화가 갖는 시사점에도 불구하고, 대학 글쓰기교육은 여전히 전통적인 인지주의 모형에 입각한 기술 중심의 처방식 교수나 결과 중심의 교수방식으로 이루어지는 경우가 많다. 글쓰기수행을 강화하기 위해서는 학습자가 글쓰기 장면에 가져오는 쓰기신념의 변화가 선행되어야 하고, 신념의 변화를 도모하기 위해서는 학생들의 쓰기신념을 우선적으로 이해할 필요가 있다. 이 연구는 특별히 글쓰기 경험과 훈련이 부족한 공과대학 학생들을 대상으로, 이들이 생성한 은유를 통해, 이들이 글쓰기를 어떻게 이해하고 개념화하는지를 탐색하였으며 이러한 이해가 글쓰기수업 이후에 어떻게 변화되었는지를 분석하였다. 서울의 한 종합사립대학교의 ``공자학문 및 발표`` 수업을 수강하는 166명의 공과대학생이 연구에 참여하였다. 연구결과, 작문수업 이전에 166개의 은유와 169개의 해석이 생성되었으며 학생들이 제시한 해석에 따라 12개의 개념은유가 도출되었다. 수업 이전에 학생들의 글쓰기신념은 인지와 정서 사회적인 측면을 모두 아우르는 다양성을 보여준 반면, 빈도분석 결과는 특정 은유(거울, 두려움, 도관 등)의 지배적인 사용을 보여주었다. 또한 수업 이전에는 글쓰기에 대한 표층적, 재생산적, 상태 지향적 접근이 지배적으로 나타난 반면, 수업 이후에는 심층적, 생성적, 과정 지향적 접근으로의 변화가 두드러졌다. 수업 이전의 부정적인 정서는 수업 이후에 감소하였으며, 신념의 하위차원들의 상대적 빈도가 균등해지는 것으로 나타났다. 연구결과에 기초하여, 글쓰기신념과 관련된 이론적 모형 개발과 신념변화를 위한 실천전략의 모색에 대한 함의들이 논의되었다.

다국어 초록 (Multilingual Abstract)

The enhanced awareness of writing competence and performance in the context of college education is related to change views on literacy and communication. Although the conversion of the concept of communication from the unidirectional transmission of information to the transactional interaction between the sender and receiver has implications for educational practice, writing instructions are still organized based on the traditional cognitive model. Since student conceptions of writing are likely to influence their writing strategies and attitudes, and these in turn affect writing performance, it is necessary to understand students` pre-existing concept of writing brought to the writing context. This study, based on the conceptual metaphor theory, explored student conceptions of writing through metaphors analysis. The context of the study was a writing class provided as a required course for engineering students at a positive university located in Seoul. One hundred sixty six engineering students participated in the study. A total of 166 metaphors and 169 interpretations of those metaphors were generated. The subjective meanings of writing were examined by categorizing metaphors around recurring themes, and two broad dimensions of writing beliefs were identified: a surface, generative, state-oriented approach and a deep, reproductive, process-oriented approach. While the study shows diversity in student views on writing, the result of a frequency analysis indicates the dominant use of specific metaphors by students (e.g. mirror, apprehension, conduit). Also, the numbers of metaphors showing negative emotion and surface approaches decreased and the relative frequencies of sub-dimensions of writing beliefs were evenly distributed after the class. Based on the results, implications for development of a theoretical model of writing beliefs and practical strategies for modifying them were discussed.

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