읽기 교수-학습을 위한 텍스트구조의 의미관계 고찰 = A Study on the Meanng Relation of Text Structure for Reading Instruction

다국어 초록 (Multilingual Abstract)

When readers read text, text structure aets very important role. Good readers take advantage of well text structure. They decide importance of text components as well as they eanstl1Jct text meaning through text structure. But, poor readers do not take advantage of well text structure. A practical use ability of the text structure controls the reading ability. This writing investigates the meaning relationof text structure for reading instruction. Because we must know the aspects of the meaning relation that are important factor when we are constructing text structure. This writing is part. of a content research of the reading instruction. A study on the methods of the reading instruction with this research must be connected. What is text? According to Beaugrande & Dressler(1981), A text is defined as a communicative occurrence which meets seven standards of textuality-cohesion, intentionality. acceptability, situationality, intertextuality, informativity etc. But, the dominate textuality that complete text is coherence. Text coherence is content qualities that several components of text are linked to meaning each other. It is ``Meaning relation`` which text components of text are linked to meaning each other. Meaning structure of text is the structure of coherence. The structure of coherence is structure that meaning of text components form being linked according to meaning relation. As this stTllctl.lre of text coherence is text central concept, at the same time, lt. is concept of text user center. Examined Meyer(1985), Lee(1994), Kim(1996), Park(1997) that have studied meaning relation of text structure. We searched a setting U)) direction of a text meaning relation far reading instruction on the basis of these researches. Text meaning structure includes two type. One is subordinate relation type that the meaning of text components are cohered by subordination according to ``Principle of inclusion’ and ``.Principle of preference``. The other is equal relation type that the meaning of text ,components are cohered by equality according to ``Principle ``of equality’. In the subordinate relation type, there are reason, adversative comparison, comparision: analogy, generalization relation etc.In the relation relation type, there are collection, covariance causation, alternative comparison, equal comparison/contrast, problem/solution, abatement relation etc. It is true that text components are cohered by basic meaning relation-subordinate relation and equal relation. But, kinds of specific meaning relation are difficult to systematize all. Because specific meaning relation is constructed by xeader by various aspect as open system. Therefore, reading teacher need to teach basic principles that canstruct meaning structure of expository text to learner. And reading teachers need to teach representative aspects of text meaning relation in various level of text components to reading learners.