말성(Orality)과 글성(Literacy)의 교수-학습적 함의: 성적 우수자의 노트필기 전략의 해석 사례 = Instructional implications of orality and literacy: A case of high-achievers` note-taking strategies

다국어 초록 (Multilingual Abstract)

This study reviewed orality(nature of oral language) and literacy(nature of written language) first. In a face-to-face education environment, both text and oral language are used, which the former is mainly for organizing, summarizing, or structuring the contents and the latter is rather for explaining the written contents for better understanding. Based on this orality-literacy framework, ‘teaching’ into a textbook as literacy and a lecture as orality were analyzed. High-achieving students` note-taking strategies to analyze ‘learning’ in the framework of orality and literacy were also investigated. To uncover the critical factors of note-taking strategy, in-depth interview data were collected from forty five high achievers who had over a 4.0/4.3 GPA during more than two consecutive semesters at S University, which admits only the top 0.5% of students within the country. The findings revealed that an instructor delivers a lecture with ‘orality’ about knowledge contents written in a textbook with ‘literacy’. High achieving students used a strategy of writing all of an instructor`s words in the class first and reorganizing it afterwards, which implies writing ‘orality’ first and then externalizing it with ‘literacy’. The results were also verified by the quantitative data through an online survey from 1,097 students at S University. Implications of the results and suggestions for further study were discussed.