시 교육에서 표현과 이해의 관계에 대한 고찰 시 읽기에서 독자의 체험 표상 양상을 중심으로 = A Study on Relationship Between Expression and Comprehension in Poetry Education : Focused on Aspects of Readers’ Experience Representation in Reading Poetry
저자
발행기관
학술지명
권호사항
발행연도
2018
작성언어
Korean
주제어
자료형태
학술저널
수록면
91-141(51쪽)
제공처
This study aims to design a poetry education that allows learners to appreciate poetries based on their natural reactions, and expand their scale of experience through representing their own experience while reading poetries. In order to design and practice the poetry education to help students to appreciate and understand literatures, the process of how they read poetries needs to be studied. However, the limitation lies within the nature of how learners appreciate literatures, as the process is considered psychological, therefore internal. The comprehension of the reactions, from this perspective, remains ambiguous. This limitation is met with the common circumstantial limitation existing in today’s poetry classes where readers’ reactions are hidden, seemingly non-existent.
Therefore, this study poses the concept of ‘experience representation’ since readers’ internal works always accompany external expression in the poetry reading process. The concept illustrates that the expression and comprehension do not happen separately, but simultaneously while influencing each other. Therefore, this study attempts to lead poetry classes to recognize the readers’ immediate responses at the initial stage. The process of appreciating literatures that have been commonly considered internal can now be investigated through explicit expressions. The process of appreciating literatures is understood as an interconnection between expression and comprehension.
This study adopts the grounded theory method to theorize, consistently comparing data and theory in order to deduce a practical theory that can be applied in poetry classes. According to the process, the learner’s representation of experience is considered as the central phenomenon. The principles are categorized into three phases: 1) the perception as the basis of reader’s responses, 2) the imagination as a synthesis of associations, and 3) the signification by transforming one’s experience into words.
In the perception phase, the learners perceived the texts as provisional units producing emotional reactions. In the imagination phase where the learners synthesize images, three types of synthesis were observed: 1) synthesis of the images within the texts during the simulation process, 2) synthesis of the images incorporating images of the learners’ own memory, and 3) synthesis of images in intertextual ways. In the phase of transforming images through the signification process, the learners tended to transform their images into communicable languages. They 1) selected and connected the images to paraphrase the texts, 2) converted their reactions to the texts into more evaluative responses, and 3) made the contents of their representation more objective by being aware of the others in the classroom.
Based on the research, this research aims to examine what happens to learners while reading poetries, to categorize them and to label them. These categories were divided into stages, considering an actual classroom. First, the learners form images by perceiving texts, and then they imagine in a divergent and open-ended way and connect images they formed. Lastly, they try to derive a meaning out of their image formed by trying to explain and to paraphrase them in their own words.
There are several implications of this research. First, this study demonstrates and analyzes the raw data of the actual learners and tries to ‘discover’ a theory from the data so that it can be applied practically in the poetry education. Second, this study explores learners’ inner processes from their expressions in diverse forms, and this is rationalized by posing a concept of ‘experience representation’. Third, this study proposes the poetry education which is receptive to all responses of learners and tries to make their responses meaningful. This is to allow learners to enjoy poetries in their everyday life and become participative readers.
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