학습자 오개념의 양상 및 형성 요인 연구 음운 교육 내용을 중심으로 = A Study on Aspects and Factors of Learner’s Misconception -Focusing on Educational Phonologic Contents
저자
발행기관
학술지명
권호사항
발행연도
2019
작성언어
-주제어
자료형태
학술저널
수록면
151-201(51쪽)
제공처
Interpretation on the same object will differ by individual because a person’s perception on the object is assimilated differently according to the person’s preunderstanding or cognitive structure. This is also applies to a learner's understanding of grammar concepts. In spite of the fact that constructivism, which is an epistemological theory of knowledge formation, has become more specific in the field of learning, discussions on grammar education have been focused only on how to convey the concepts of grammar without paying much attention to how learners actually form grammar concepts. Here, concept formation means that learners are able to use concepts flexibly in various circumstances. Thus, whether a grammar concept functions as activated knowledge or merely exists in an ineffective state depends on how the concept is internally conceptualized by a learner.
Therefore, the purpose of this study is to examine how learners, who have completed all the phoneme-related curriculum, understand the concepts they have learned, and to suggest educational contents for promoting leaners’ grammar concept formation based on the findings. Phonological education, in particular, is worth analyzing since phonology is an area for which most learners feel considerable cognitive burden even when they have already accumulated abundant voluntary concepts through experiences of pronunciation and notation before explicit learning of the scientific concepts.
In chapter Ⅱ, grammar concepts are analyzed in terms of how they function as a learner’s cognitive framework for language phenomena and moreover as the learner’s tool for language operation. Here, a learner’s misconception, which is a subjective concept antithetical to scientific concept, is regarded as ‘an alternative concept for consensual concept,’ so as to emphasize that phonological education should take note of a learner’s thinking process advancing towards understanding with greater explanatory power. In addition, pointing out the fact that misconceptions has been considered merely as an object to be handled in the process of introducing them, which had been actively discussed mainly in science subject, into grammar education, this chapter demonstrates how misconceptions can be used as meaningful resources for the development of learners’ grammar concepts if they are re-conceptualized as ‘transitional concepts with potential’ based on the discussion of intermediate language. Also, after analyzing the factors of misconception formation in terms of internal and external factors of the learners, this chapter discusses the importance of understanding the learners’ current cognitive level and providing experiences to overcome it, considering the fact that a learner’s misconceptions especially stem from his/her familiar way of thinking.
In Chapter Ⅲ, the patterns of misconceptions about phonological educational concepts were examined with high school learners along with the factors of forming those misconceptions. The main survey was conducted with the learners using a misconception test tool developed based on the measurements of subjective perceptions of phonology related concepts and the results from preliminary survey. Additional interview was conducted with the learners who showed distinctive responses in the survey. The patterns of misconception were analyzed along concepts as well as groups in the upper, middle, and lower level according to their correct response score. First, from the analysis of misconceptions by concepts, the learners’ misconceptions were presented in reference to phoneme, semi-vowel, diphthong, Korean Coda Rule, consonant cluster, palatalization, and ‘Saitsori’ phenomena. Second, comparing the correct response rates between the three groups by level, the concepts indicating significant difference between the groups and those showing relatively even errors from the groups were identified to present the misconceptions characteristically found in each group. Thus, the misconceptions analyzed were generalized and categorized as ‘conceptual inference based on type of notation’, ‘errors at the level of discovering concepts’, ‘lack of discerning applicable cases from non-applicable cases’ so as to determine the properties of phoneme-related misconceptions distinctive from concepts in other areas.
As for the learners’ internal factors resulting in these misconceptions, their cognitive features found in this study included errors in categorizing concepts, such as assigning phoneme-related concepts not in the category of sound but in the category of notation, in addition to conceptualization relying on experience, lack of understanding for concept structure, and excessive generalization of concepts. Meanwhile, it was found that the learners’ external factors of these misconceptions involved the problems related to the internal consistency of the concepts, misconceptions of the teachers, and the problems in the presentational dimension of the textbooks, including lack of consideration for the spontaneous conceptions of learners, elimination of the context of conception formation of learners, and lack of explanation about the conditions for applying concepts.
In Chapter Ⅳ, with the aim of developing learner’s phonological ability, a teaching and learning method that will improve grammar concepts was developed by using misconceptions in educational ways. After meta-checking the process of misunderstanding and the causes of cognitive conflicts based on misconceptions, grammar inquiry learning based on the learners’ misconceptions was proposed, such as a course comparing the explanatory power between concepts of school grammar, which can be seen as the tentative agreement with the learners’ conceptions. In addition, since the cognitive level of the learners’ needs to advance to a higher level for their concept development, conceptualization lessons were designed and subsequently implemented, in which prescriptions for the internal factors of misconception formation found in this study involved improving understanding in categories of concepts, differentiating experience from thinking by objectifying experiences, complementing understanding in concept structure, and restoring the context of conception formation.
This study attempted to re-conceptualize from a developmental point of view misconceptions of learners, which has recently begun to be treated within the context of grammar educational, and to empirically analyse the patterns and factors of formation. This study has educational significance in that, in addition to identifying phoneme-related misconceptions of learners, it suggested concrete educational contents and method utilizing those misconceptions.
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