한국어교육에서 텍스트의 정체성 일고 = The Identity of Text in teaching Korean

다국어 초록 (Multilingual Abstract)

In this thesis, I conducted a very basic study for the interpretation, processing and application of text. Through this, I examined what kind of texts in Korean language education should be treated and in what form and direction. The problems in this study are as follows.
1) In Korean language education, it is necessary to clarify the definition and criteria of sentence and paragraph: `co-text`, which can faithfully reflect diverse elements of education, and the principle and method of technology.
2) In terms of the principle of topic and context within the paragraphs: `con-text`, it is necessary to define connectable texts and to establish standards for judging them according to the difficulties.
The criterion of the cohesion-secured sentence chain should be established for each stage. Until now, access to text has been focused on the form and method of text produced in terms of the text interpreter and the audience. In the future, it needs to be focused on the form and method of text to be produced in terms of the text interpreter and the audience. Therefore, the text must first be considered and applied in terms of `co-text` and then moved to the stage where it is designed and processed again in detail to achieve a specific purpose.