강호시조의 장르지식 구성 교육 연구 = A study on Genre Knowledge Construction in Gangho-Sijo Education
저자
발행기관
학술지명
권호사항
발행연도
2019
작성언어
-주제어
자료형태
학술저널
수록면
367-400(34쪽)
제공처
The purpose of this study is to design education contents that learners can construct Genre Knowledge of Gangho-Sijo, based on the theory of Register. Genre is not just the conventional system for categorizing texts, but the customs of practical language culture and social behavior that reveal the shared value of a particular group as rhetorical responses to similarly repeated situations. Genre Knowledge can be defined as ‘knowledge about linguistic characteristics such as vocabulary, grammar, structure that are mainly used in the text, depending on the context and knowledge about the context shared by the community in a specific genre’.
In order to investigate what Genre Knowledges of Gangho-Sijo are, this study uses the Register theory as the framework of analysis. The Register has three types in the situational context in the text: field, tenor, and mode. First, ‘Field of discourse’ is a concept that shows the main theme and contents expressed in languages in a specific context. Second, ‘Tenor of discourse’ is a concept that shows the state or relationship among persons involved in the context. Third, the ‘Mode of discourse’ is a concept that represents the state or structure of languages in a given situation. Thus, the Genre Knowledge of Gangho-Sijo that can be derived from these are as follows; (1) ‘ideational Gangho nature space’, (2) ‘poetic personas in conflict’, (3) ‘forms of lyrical text’. These meanings are realized in three aspects: (a) vocabulary, (b) phrases and grammar of mood, sentence, and (c) whole structure of text.
When a genre has textual elements and structures according to a particular context, conversely, deriving situational contexts and language conventions by examining textual elements and structures becomes a method of constructing Genre Knowledge. Thus, this study investigates how learners respond when reading Gangho-Sijo, and based on the responses, text analysis is conducted to explore the possibility that learners can construct Genre Knowledge with specific contents.
When learners read Gangho-Sijo, focusing on vocabularies, they form ideational image of Gangho space and derive conventional meanings. When they read it, focusing on phrases, they find the attitude of personas in conflict between idealism and secularism derived from nature and secular worlds. When they read it, focusing on the structure of the text, they recognize paratactic units of the meanings, their relations and comprehensiveness.
The learner's response forms a Kommunikat, which is an inner correlative and a meaning construct. It can be developed into a knowledge if it is modified through meta-perspective and coordination among members. Reading by paying attention to the text unit serves as a facilitator to form a learner's responses and works as a scaffold that constitutes Genre Knowledge according to situational context.
Under the conditions that the process that the individuals accept the meanings of text internally and the process of coordination among members work together actively as two axes, the method of education for genre knowledge construction is designed in four stages. First, learners generate responses by text unit that acts as the base for constructing Genre Knowledge. Second, learners clarify the reasons for such responses and adjust their responses through learner-to-learner comparisons. Third, based on this, learners explicitly list the linguistic characteristics of the Gangho-Sijo and describe what interpretations are possible to create a Genre Knowledge. Fourth, learners expand the interpretive community and adjust interpretation through discussions.
Interpreting Ganho-Sijo based on the selected list of linguistic characteristics, learners perceive Gangho-Sijo as one of the substantive ways of speaking shared by the contemporary people in order to express his or her utterance most appropriately. And through the process of constructing Genre Knowledge, learners acquire an integrated thinking ability of language and context by understanding the fact that the use of language is selected according to a specific context and that collectively it forms a genre. In addition, learners can extend such experiences to the ability to construct genre knowledge of other types.
The educational significance of this study is to move the focus of education to the learners through the process of forming knowledge by themselves and to enhance learners' language ability by accepting unfamiliar Gangho-Sijo that may be felt with space-time distance. In addition, accepting the context surrounding the text as an experience, learners can meta-view the shared value and expand their horizon.
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