2025 대통령 탄핵 선고문 읽기 방안에 대한 일고찰 -문단 중심의 재구성과 의미관계 파악을 중심으로- = A Study on the Reading Method of the 2025 Presidential Impeachment Declaration -Focusing on Paragraph-centered Reconstruction and Understanding of Meaning Relationships-

다국어 초록 (Multilingual Abstract)

This paper aims to examine the problem of how to read the 2025 presidential impeachment declaration. To this end, the impeachment declaration, a type of legal text, was organized paragraph-centered and the macrostructure and superstructure centered on the semantic relationship between paragraphs were identified among learners who were assumed to have different levels of language performance in the framework of a field study. In particular, the impeachment declaration, which was organized centered on individual utterances, was changed into a paragraph-centered written text format and was assumed to be the subject of careful reading.
In the case of paragraph composition, learners who were assumed to have low levels of language performance produced a rather large number of paragraphs, which can be said to be the result of not organizing the reading text centered on individual utterances into paragraphs, which are meaning units. In other words, individual utterances were not organized into chunks of utterance centered on a certain subtopic, but were often simply listed, which can be said to be the result of not properly utilizing paragraphs, which are thought units, to replace them with written texts. There were also some differences in the macrostructure and superstructure diagramming aspects depending on the language performance level. In the macrostructure, the diagrammatic structure of argument structures such as literacy or cause and effect was recognized as significant differences by learners who were assumed to have a high language performance level, while diagrams such as listing or transition were recognized as significant differences by those who were assumed to have a low language performance level. In the superstructure diagramming, learners who were assumed to have a low language performance level often composed the superstructure in an aspect that was not differentiated from the macrostructure. In other words, it can be said that this was due to a lack of background knowledge about text format diagrams.