14 research outputs found
κ΅μ΄ μν νλ νμ±μ μν κ΅μ‘ λ΄μ© μ°κ΅¬
νμλ
Όλ¬Έ(μμ¬)--μμΈλνκ΅ λνμ :κ΅μ΄κ΅μ‘κ³Ό κ΅μ΄κ΅μ‘μ 곡,2004.Maste
A Study on the Patterns of Change in Modern and Contemporary Education Materials - Based on Elementary Education Materials
λ³Έ μ°κ΅¬μμλ κ·Όλκ³λͺ½κΈ°λΆν° μΌμ κ°μ κΈ°λ₯Ό μ§λ ν΄λ°© μ΄ν λ―Έκ΅°μ κΈ°λ₯Ό κ±°μΉλ©΄μ νμ¬ 7μ°¨ κ΅μ‘κ³Όμ μ μ΄λ₯΄κΈ°κΉμ§ κ΅μ΄ κ΅μ‘ μλ£κ° μ΄λ ν λ³λͺ¨ μμμ κ±°μ³ μλμ§ κ°λ
λ³νμ μ±κ²© λ³νμ λ κ°μ§λ‘ ν¬κ² λλμ΄ μ΄ν΄λ³΄μλ€. κ°λ
λ³ν μΈ‘λ©΄μμλ κ·Όλκ³λͺ½κΈ°-μΌμ κ°μ κΈ°μμ ν΄λ°© μ΄νλ‘ λμ΄μ€λ©΄μ λ
λ³Έμμ κ΅μ΄λ‘μ λ³νκ° λλλ¬μ‘μΌλ©°, λ―Έκ΅°μ κΈ°-4μ°¨ κ΅μ‘κ³Όμ μμ 5μ°¨ κ΅μ‘κ³Όμ μΌλ‘ λμ΄μ€λ©΄μλ κ΅μ¬μμ νμ΅μ¬λ‘μ λ³νκ° λλλ¬μ‘λ€. μ±κ²© λ³ν μΈ‘λ©΄μμλ μ°μ 1) λͺ©ν μ°¨μμμ κ³λͺ½μ μ°¨μ, λ―Όμ‘±μ μ μ²΄μ± ν립μμ κ°μΈ μμ¬μν΅ λ₯λ ₯μ μ μ₯μΌλ‘μ λ³ν, 2) μ¬μ©μ μ°¨μμμ κ΅μ¬ μ€μ¬μμ νμ΅μ μ€μ¬μΌλ‘μ λ³ν, 3) μ μ¬ μ μ μ°¨μμμ μ½κΈ° μλ£ μ€μ¬μμ ν΅ν©μ μλ£ μ€μ¬μΌλ‘μ λ³ν, 4) λ΄μ© μ μ μ°¨μμμ (1) κΈ°μ μ€μ¬μμ νꡬ μ€μ¬μΌλ‘, (2) μ리 μμ νμμ νλνμΌλ‘, (3) λΆλ¦¬ μ μνμμ ν΅ν© μ μνμΌλ‘, (4) νμ΅μ ν₯λ―Έλ₯Ό κ³ λ €ν μΌν°μ νμ©μΌλ‘ νΉμ§μ§μ΄μ‘λ€.
This study examined the patterns of change in Korean language education materials from the modern period of enlightenment, via the period under the rule of Japanese imperialism and the period of U.S. military government after the Liberation, and until the 7th National Curriculum. In the aspect of change in concept, the change from 'reading book' to 'national language' and 'teaching material' to 'learning material' was remarkable. In the aspect of change in nature, there were changes: 1) from enlightenment and the establishment of national identity to the enhancement of individuals' communication skills in the goal level; 2) from teacher centered to learner centered in the user level; 3) from reading material centered to integrated material centered in the material selection level; and 4) in the content presentation level (1) from technology centered to exploration centered, (2) from principle description type to activity type, (3) from separated presentation to integrated presentation, and (4) to the use of recess in consideration of learners' interests
νν λ¬Έλ² κ΄μ μ λ¬Έμ₯ μ΄μ ν κ΅μ‘ λ΄μ© μ°κ΅¬
λ¬Έλ² κ΅μ‘μ λͺ©νκ° νλμ λ΄ν ν
μ€νΈ μμ° κ³Όμ μ λ°νμΌλ‘ νμ΅μλ€μ΄ λ¬Έλ² μ§μμ λ₯λμ μΌλ‘ νμ©νμ¬ λ€μν μν΅ λ§₯λ½μμ ν¨κ³Όμ μΌλ‘ μμ¬μν΅ν μ μλ λ₯λ ₯μ μ μ₯μν€λ κ²μ΄λΌκ³ νλ€λ©΄, λ¬Έλ² κ΅μ‘μ νμ΅μλ€μκ² μ 곡ν΄μΌ ν λ΄ν ν
μ€νΈ μμ° κ³Όμ μμμ λ¬Έλ² μ§μμ΄ μ΄λ»κ² κ΄μ¬λκ³ νμ©λ μ μλμ§μ λν νμμ΄ κ°λ₯ν, μ μλ―Έν λ¬Έλ² κ²½νμμλΆν° μμλλ€κ³ ν μ μλ€. μ΄λ νμ΅μμκ² μ 곡λμ΄μΌ ν λ¬Έλ² κ²½νμ λ€μν λ΄ν ν
μ€νΈλ₯Ό μμ°ν΄ λ΄λ λ₯λ ₯κ³Ό κ°μ μ€μ μ μΈ μμ¬μν΅ λ₯λ ₯κ³Ό κ΄λ ¨λ κ²μ΄μ΄μΌ νλ€. μ΄ κ°μ κ΄μ μμ λ³Έκ³ μμλ μ¬ν ꡬμ±μ μ¬μ΄μ μνν μμ¬μν΅μ μν λ΄ν ν
μ€νΈ μμ° κ³Όμ μ κΈ°μ¬ν μ μλ λ¬Έλ²μΌλ‘μ νν λ¬Έλ²μ μ£Όλͺ©νμ¬ λ¬Έμ₯ μ΄μ νμ κ΅μ‘ λ΄μ©κ³Ό κ΅μ νμ΅ νλμ ꡬμνλ κ²μ λͺ©μ μΌλ‘ νμλ€. νν λ¬Έλ² κ°λ
μ μ립νκΈ° μν΄μ λ¨Όμ κΈ°μ‘΄μ λ
Όμλ μΈκ΅μ νν λ¬Έλ² κ°λ
λ€μ μ΄νΌκ³ μ΄λ₯Ό λ¬Έλ² κ΅μ‘ κ΄μ μμ μ‘°λ§νμλ€. κ·Έλ¦¬κ³ νν λ¬Έλ²μ λν κ΅μ‘μ κ΄μ μ μ 립ν νμκ° μλ€κ³ 보μ νν λ¬Έλ²μ κ°μΉλ₯Ό μ°κΈ° μμκ³Όμ ν΅ν©μ κ΄μ μμ κ·λͺ
νμλ€. κ·Έλ¦¬κ³ νν λ¬Έλ² κ΄μ μμ λ¬Έμ₯ μ΄μ ν κ΅μ‘ λ΄μ©μ νμ λ§λ ¨νκΈ° μν΄ νμ΅μ μ§μ μ νκ³Ό ν
μ€νΈμ ꡬ쑰 μ νμ λ°λ₯Έ λ΄μ© μμλ₯Ό μ μ νκ³ , ꡬ체μ μΈ μ€λ ν
μ€νΈ λΆμ κ³Όμ μ ν΅ν΄ λ¬Έμ₯ μ΄μ νμ μ리λ₯Ό λ°νκ³ μ νμλ€. μ΄λ₯Ό μν΄ νκ΅μ λͺ
λ
Όμ€λ‘ κΌ½νλ κ·Όλμ λ
Όμ€κ³Ό 5μ°¨ μ΄ν κ³ λ± κ΅μ΄ κ΅κ³Όμμ μλ‘λ μ€λ ν
μ€νΈ, μ€νκ΅ 3νλ
μμ λ
Όμ μλ£, κ³ λ±νκ΅ 1, 3νλ
μμ λ
Όμ μλ£, λνκ΅ 1νλ
μμ λ
Όμ μλ£λ₯Ό μ°κ΅¬ μλ£λ‘ μΌμ λΆμνμλ€.λ¬Έμ₯ μ΄μ ν κ΅μ‘μ λ΄μ© νμ λ§λ ¨νκΈ° μν λΆμμ νμ΅μ μ§μ μ°¨μ, ν
μ€νΈ ꡬ쑰 μ°¨μμΌλ‘ λλμ΄ μ€ννμλ€. νμ΅μ μ§μ μ°¨μμ νμ μ§μκ³Ό μ€λ μ§μμΌλ‘, λ¬Έμ₯ μ΄μ νμ ν
μ€νΈ ꡬ쑰 μ°¨μμ λ¨μ μ νμ μ£Όμ μ κ° κ΅¬μ‘°, νμ λΆ μνμ μ£Όμ μ κ° κ΅¬μ‘°, μμ νμ νμμ μ κ° κ΅¬μ‘°, μμ νμ μλ ΄μ μ κ° κ΅¬μ‘°, μ΄μ λΆ λΆμ΄μ μ κ° κ΅¬μ‘°, νμ λΉμ½μ μ κ° κ΅¬μ‘°λ‘ λλμ΄ λΆμνμλ€.κ·Έλ¦¬κ³ μ€λ ν
μ€νΈμ λνλ λ¬Έμ₯ μ΄μ ν μ리μμλ μΌλ°μ μΈ ν΅μ¬μ κΈ°λ₯κ³Ό μ°κ΄λλ 무νμ±μ μ리μ μ΄μ ν κΈ°λ₯κ³Ό μ°κ΄λλ μ νμ±μ μ리λ₯Ό κΈ°λ³Έμλ¦¬λ‘ μΌμ λμ‘°μ μ리, λ¬Έλ§ μ€μ μ μ리, κ°μ‘°μ μ리, νμμ νλ μλ¦¬λ‘ λλμ΄ λΆμνμλ€. λμ‘°μ μ리λ 무νμ± μλ¦¬λ‘ νμ -λ
Όν ꡬ쑰λ₯Ό ν΅ν λμ‘°μ μ리λ₯Ό, μ νμ± μλ¦¬λ‘ λ립μ μΈ νμ μ΄ μ μ μ ν΅ν λμ‘°μ μλ¦¬λ‘ λλμ΄ λΆμνμλ€. λ¬Έλ§ μ€μ μ μ리λ λ€μ 무νμ± μλ¦¬μΈ κ΅¬μ 보-μ μ 보 ꡬ쑰λ₯Ό ν΅ν λ¬Έλ§ μ€μ μ μ리μ μ νμ± μλ¦¬μΈ λ¨μΈ ννλ₯Ό ν΅ν λ¬Έλ§ μ€μ μ μ리,μ μ ννλ₯Ό ν΅ν λ¬Έλ§ μ€μ μ μλ¦¬λ‘ λλμ΄ μ΄ν΄λ³΄μλ€. κ°μ‘°μ μ리λ 무νμ μΈ μλ΅μ ν΅ν κ°μ‘°μ μ리, μ νμ μΈ λΆμ΄λ¬Έ ꡬ쑰λ₯Ό ν΅ν κ°μ‘°μ μ리, μ΄μ λ³νμ ν΅ν κ°μ‘°μ μλ¦¬λ‘ λλμ΄ κ·Έ μμμ μ΄ν΄λ³΄μλ€. νμμ νλ μ리λ 무νμ μΈ μ§μ€λ²μ ν΅ν νμμ νλ μ리, μ νμ μΈ λͺ
μ μ λν νμ μ μ λλ₯Ό ν΅ν νμμ νλ μλ¦¬λ‘ λλμ΄ λΆμνμλ€. λΆμν κ²°κ³Όλ₯Ό λ°νμΌλ‘, λ¬Έμ₯ μ΄μ νμ κ΅μ‘ λ΄μ©μ λͺ©ν, λ΄μ©, κ΅μ νμ΅μ μΈ λ²μ£Όμμ ꡬ체ννμλ€. λ¬Έμ₯ μ΄μ νμ κ΅μ‘ λͺ©νλ μ ννκ³ ν¨κ³Όμ μΈ μμ¬μν΅μ νκΈ° μν΄μ μλ―Έ κ΅¬μ± κ³Όμ μμ νΉμ λΆλΆμ μ΄μ νν νμκ° μμμ μΈμνκ³ , μ€λ ν
μ€νΈ μ΄ν΄ κ³Όμ μμ λ¬Έμ₯ μ΄μ ν μ리λ₯Ό μ΄ν΄νκ³ μ€λ ν
μ€νΈ μμ° κ³Όμ μμ μμ μ μλλλ‘ λ¬Έμ₯ μ΄μ ν μ리λ₯Ό ν¨κ³Όμ μΌλ‘ μ¬μ©ν μ μλ κ²μΌλ‘ κ·μ νμλ€. κ·Έλ¦¬κ³ μ΄λ¬ν λͺ©νμ μ
κ°νμ¬ κ΅μ‘ λ΄μ©μ μΈμ, μ΄ν΄, μ¬μ©μ μ²΄κ³ μμμ μ‘°μ§ννμλ€. κ·Έ μ€μμ μΈμκ³Ό κ΄λ ¨λ κ΅μ‘ λ΄μ©μ μ€μ κ΅μ νμ΅ μ°¨μμμλ μ΄ν΄λ μ¬μ©μ λ²μ£Όμμ ν΅ν©μ μΌλ‘ ꡬνλμ΄μΌ νλ€κ³ 보μλ€. λ¬Έμ₯ μ΄μ νμ ꡬ체μ μΈ κ΅μ‘ λ΄μ©μ μ μν ν μ΄λ₯Όκ΅μ νμ΅ νλμΌλ‘ ꡬ체μ μΌλ‘ ꡬννλ λ°©ν₯λ ν¨κ» μ μνμλ€. λ¬Έμ₯ μ΄μ ν κ΅μ‘ λ΄μ©μ μ΄ν΄μ μ¬μ© μ°¨μμμ νμ΅μκ° μ§λ μ΄μ μ λ¬Έλ² μ§μκ³Ό κΈμ°κΈ° κ²½νκ³Ό μ°κ³μ±μ κ°μ§λ νλμΌλ‘ κ΅μ-νμ΅ λͺ¨νμ μ μνμλ€. μμΈλ¬ λ¬Έμ₯ μ΄μ ν κ΅μ‘ λ΄μ©μ΄ μ€μ κ΅μ νμ΅ κ²°κ³Ό νμ΅μμκ² μ΄λ ν λ³νλ₯Ό μ΄λμ΄λλμ§λ₯Ό λ°νκ³ μ νμλ€.μ΄μμ ν΅ν λ³Έ μ°κ΅¬μ μμλ λ€μκ³Ό κ°λ€. 첫째, λ¬Έλ² κ΅μ‘μ΄ μ νμ± μ€μ¬μΌλ‘ νλ¬μλ€λ λ¬Έμ λ₯Ό μ κΈ°νκ³ ν¨κ³Όμ μΈ μμ¬μν΅μ κΈ°μ¬ν μ μλ λ¬Έλ²κ΅μ‘ λ΄μ©μΌλ‘μμ νν λ¬Έλ² κ΄μ μ ꡬ체μ μΈ κ΅μ‘ λ΄μ©μ ꡬμνκ³ μ νλ€. λμ§Έ, μ€λ ν
μ€νΈ κ΅μ‘μμ λ¬Έμ₯ μ΄μ νμ μ€μμ±μ κ°μ‘°νκ³ μ€λ ν
μ€νΈμμ£Όμ μ κ°λΌλ μ€μ²μ λͺ©νλ₯Ό λ¬μ±νκΈ° μν΄ μΈμ§μΈμ΄νμ κ΄μ μ νμ μ±μ μ리λ₯Ό λμ
ν΄ ν
μ€νΈ ꡬ쑰λ₯Ό μ£Όμ μ κ° κ΅¬μ‘°λ‘ μΉννκ³ , κ·Έ ꡬ쑰 μμμ μμ©νλ λ¬Έμ₯ μ΄μ ν μ리 μμ© μμ λΆμμ μ μνμ¬ ν΅μ¬ μ°¨μ μ΄μμ λ¬Έλ² κ΅μ‘μ μΈμ§μΈμ΄νμ μ κ·Όλ²μ ꡬ체μ μΈ μ¬λ‘λ₯Ό μ μνμλ€. μ
μ§Έ, λ¬Έμ₯ μ΄μ ν μμ© μμ λΆμμ ν΅ν΄ μ°κΈ°μ λ¬Έλ² μμμ ν΅ν© μμμ μ€λ ν
μ€νΈ κ΅μ‘ λͺ©νλ₯Ό λ¬μ±ν μ μλ λ°©μμ λ§λ ¨νμλ€.Assuming that the objective of grammar education is to develop the learnersabilities to communicate effectively in various communication contexts using grammar knowledge based on broad discourse text production processes,grammar education should start from significant grammar experiences to be provided to the learners,with which we can explore how grammar knowledge is involved and utilized in the process of producing discourse texts.Here,the grammar experiences to be provided to the learners should be related to practical communication skills such as the learners production of various daily discourse texts. From this viewpoint,this study focused onexpressive grammaras a grammar that can contribute to the production of discourse texts for smooth communication among society members, and purposed to design the contents of grammar education and teaching learning activities.
In order to clarify the concept of expressive grammar, we first reviewed the concepts of expressive grammar discussed in previous studies in foreign countries and discussed them from the view point of grammar education. Moreover, in order to establish an educational viewpoint to expressive grammar,we approached expressive grammar from an integrative view point with the writing section.In addition,for forming the frame of the contents of sentence focalization education from the view point of expressive grammar,this study selected content elements according to the type of learners knowledge and the type of text structure,and attempted to explain the principle of sentence focalization through the analysis of specific persuasive texts. Forth is,we analyzed modern discourses counted as outstanding discourses in Korea,persuasive text contained in high school Korean textbooks since the 5th National Curriculum,and essayβwriting materials for 9th graders at a middle school,for10thand12thgradersatahighschool,and for the freshmen of the university.
Analysis for designing the content frame of sentence focalization education was performed on the dimension of learners knowledge and on the dimension of text structure. Learnersknowledge was divided into topic knowledge and persuasion knowledge,text structure was divided into simple linear development structure,topicβrotating development structure, hyper topicβderivative development structure, hyper topicβconvergent development structure,focusβsplitting development structure,and topic jumping development structure. In the sentence focalization principle observed in persuasive texts,we analyzed the principle of endβof sentence stress, the principle of contrast, the principle of emphasis, and the principle of authors attitude based on the basic principles of unmarkedness associated with general syntactic functions and markedness associated with focalization functions. The principle of contrast was divided into unmarkedness principle the principle of contrast through topic-comment structureand markedness principle the principle of contrast through the selection of antagonistic topic words.The principle of endβofβsentence stress was again divided into unmarkedness principle the principle of end βofβsentence stress through old information β new information structureand markedness principle the principle of endβofβsentence stress through assertion.The principle of emphasis was divided into unmarkedness principle the principle of emphasis through ellipsis,and markedness principles the principle of emphasis through cleft sentence structureand the principle of emphasis through word order inversion. The principle of authors attitude was divided into unmarkedness principle the principle of authors attitude through indicative mood,and markedness principles the principle of authors attitude through the degree of confidence in propositions. Based on the results of the analysis, the contents of sentence focalization were planned in terms of goals,contents,and teaching learning methods. The goals of sentence focalization education were defined as recognizing the necessity of focalizing specific parts in the meaning construction process for accurate and effective communication, understanding the principle of sentence focalization in the process of understanding persuasive texts, and using the principle as intended effectively in the process of persuasive text production.Based on these goals,we organized the contents of education we gin the frame of recognition, understanding, and use. In particular, the contents of education relate to recognition were consider to be implemented integratively in the category of understanding and use on the dimension of actual teaching learning.After specific contents of sentence focalization education were suggested,how they could be implemented in teaching learning activities was also suggested.
Specifically,an expressive grammar teachingβlearning model was proposed on the assumption that,on the dimension of understanding and using the contents of expression grammar education,activities should be led by the learners and be connected with the learnersprevious experiences in grammar and writing experiences.
Furthermore,this study examined what changes in the learners were induced by the actual teachingβlearning of the contents of sentence focalization education.
Based on the results as presented above, this study has meanings as follows. First, it raised the problem that grammar education has over emphasized accuracy,and designed specific contents of education from the viewpoint of expressive grammar for grammar education that can contribute to effective communication.Second,this study introduced the principle of prominence from the viewpoint of cognitive linguistics and transformed text structure into theme development structure in order to emphasize the importance of sentence focalization in persuasive text education and to achieve the practical goal,namely,the theme development of persuasive texts,and suggested specific cases of cognitive linguistic approach to grammar education on the dimension of syntax or higher by proposing the analysis of patterns in which the principle of sentence focalization works in the structure.Third,this study made a plan to achieve the objective of persuasive text education in the integrated area of writing and grammar through analyzing the patterns sentence focalization.β
.μλ‘ 1
1.λ¬Έμ μ κΈ° λ° μ°κ΅¬ λͺ©μ 1
2.μ°κ΅¬μ¬ 5
3.μ°κ΅¬ λμ λ° λ°©λ² 12
β
‘.νν λ¬Έλ² κ΄μ λμ
μ μν μ΄λ‘ μ ν λ 16
1.νν λ¬Έλ²μ κ΅μ‘μ λ
Όμλ₯Ό μν μ μ 16
1.1.νν λ¬Έλ²μ κ°λ
16
1.2.νν λ¬Έλ²μ κ΅μ‘μ κ°μΉ 19
1)ν¨κ³Όμ μμ¬μν΅μΌλ‘μμ κ°μΉ 19
2)ν΅ν©μ κ΅μ‘ νλμΌλ‘μμ κ°μΉ 23
3)μ€μ²μ μΈμ΄μνλ‘μμ κ°μΉ 27
2.νν λ¬Έλ²μ λν κ΅μ΄ κ΅μ‘μ μ κ·Ό 30
2.1.μ°κΈ° λ₯λ ₯κ³Ό νν λ¬Έλ²μ κ΄κ³ 30
1)νμ μλμ μΈμ΄ν κ³Όμ μΌλ‘μμ νν λ¬Έλ² 32
2)λ
μμ μ΄λ
μ±μ μν λ¨μλ‘μμ νν λ¬Έλ² 33
2.2.λ¬Έλ² λ₯λ ₯κ³Ό νν λ¬Έλ²μ κ΄κ³ 34
1)ν
μ€νΈ κ΅¬μ± λ₯λ ₯μ μν λ¬Έλ² μ§μμΌλ‘μμ νν λ¬Έλ² 37
2)μλ―Έ μ€μ¬μ ν
μ€νΈ κ΅¬μ± κ³Όμ μΌλ‘μμ νν λ¬Έλ² 38
2.3.νν λ¬Έλ² κ΄λ ¨ κ΅μ‘ μ€νμ κ²ν 39
1)νμ μλμ μΈμ΄ν κ³Όμ μ΄ μλ΅λ μ€λ ν
μ€νΈ κ΅μ‘ λ΄μ© 39
2)ν
μ€νΈ μλμ λ
Όλ¦¬μ± λ¬Έμ λ³λ³μ μ΄λ €μμ κ²ͺλ νμ΅μ 42
β
’.νν λ¬Έλ² κ΄μ μ λ¬Έμ₯ μ΄μ ν κ΅μ‘ λ΄μ©μ ν 46
1.νν λ¬Έλ² κ΄μ μ λ¬Έμ₯ μ΄μ ν 46
1.1.λ¬Έμ₯ μ΄μ νμ κ°λ
46
1.2.λ¬Έμ₯ μ΄μ νμ μμ© κ΅λ©΄ 49
1.3.λ¬Έμ₯ μ΄μ ν κ΅μ‘μ μ κ·Όλ² 52
1)νμ μ± μ리λ₯Ό κΈ°λ°μΌλ‘ ν μ΄μ ν 52
2)ν
μ€νΈ μ€μ¬ μ리λ₯Ό κΈ°λ°μΌλ‘ ν μ΄μ ν 56
3)μλ ꡬν μ리λ₯Ό κΈ°λ°μΌλ‘ ν μ΄μ ν 57
4)λ
μ μ€μ¬ μ리λ₯Ό κΈ°λ°μΌλ‘ ν μ΄μ ν 58
2.λ¬Έμ₯ μ΄μ ν κ΅μ‘ λ΄μ© μ μ κΈ°μ€ 62
2.1.κ³ λ € μμΈ 62
2.2.μ μ κΈ°μ€ 64
3.λ¬Έμ₯ μ΄μ ν κ΅μ‘ λ΄μ© μμ μ μ κΈ°μ€μ μμΈν 66
3.1.νμ΅μ μ§μ μ νμ λ°λ₯Έ λ΄μ© μμ μ μ κΈ°μ€μ μμΈν 66
1)νμ μ§μκ³Ό μ€λ μ§μ λͺ¨λ μΆ©λΆμΉ μμ κ²½μ° 67
2)νμ μ§μμ μΆ©λΆνλ μ€λ μ§μμ μΆ©λΆμΉ μμ κ²½μ° 72
3)νμ μ§μμ μΆ©λΆμΉ μμΌλ μ€λ μ§μμ μΆ©λΆν κ²½μ° 78
4)νμ μ§μκ³Ό μ€λ μ§μ λͺ¨λ μΆ©λΆν κ²½μ° 78
3.2.ν
μ€νΈ ꡬ쑰 μ νμ λ°λ₯Έ λ΄μ© μμ μ μ κΈ°μ€μ μμΈν 80
1)λ¨μ μ νμ μ κ° κ΅¬μ‘° 83
2)νμ λΆ μνμ μ κ° κ΅¬μ‘° 86
3)μμ νμ νμμ μ κ° κ΅¬μ‘° 88
4)μμ νμ μλ ΄μ μ κ° κ΅¬μ‘° 92
5)μ΄μ λΆ λΆμ΄μ μ κ° κ΅¬μ‘° 96
6)νμ λΉμ½μ μ κ° κ΅¬μ‘° 100
β
£.μ€λ ν
μ€νΈμ λνλ λ¬Έμ₯ μ΄μ ν μ리:무νμ±κ³Ό μ νμ±μ μ리λ₯Ό
μ€μ¬μΌλ‘ 104
1.λμ‘°λ₯Ό ν΅ν νμ μ μ μ μ리 105
1.1.무νμ±μ μ리:νμ -λ
Όν ꡬ쑰λ₯Ό ν΅ν λμ‘°μ μ리 106
1.2.μ νμ±μ μ리:λ립μ μΈ νμ μ΄ μ μ μ ν΅ν λμ‘°μ μ리 106
2.λ¬Έλ§ μ€μ μ ν΅ν λͺ
μ ꡬμ±μ μ리 108
2.1.무νμ±μ μ리:ꡬμ 보-μ μ 보 ꡬ쑰λ₯Ό ν΅ν λ¬Έλ§ μ€μ μ μ리 108
2.2.μ νμ±μ μ리1:λ¨μΈ ννλ₯Ό ν΅ν λ¬Έλ§ μ€μ μ μ리 109
2.3.μ νμ±μ μ리2:μ μ ννλ₯Ό ν΅ν λ¬Έλ§ μ€μ μ μ리 110
3.κ°μ‘°λ₯Ό ν΅ν λͺ
μ ꡬ쑰μ μ리 112
3.1.무νμ±μ μ리:μλ΅μ ν΅ν κ°μ‘°μ μ리 112
3.2.μ νμ±μ μ리1:λΆμ΄λ¬Έ ꡬ쑰λ₯Ό ν΅ν κ°μ‘°μ μ리 113
3.3.μ νμ±μ μ리2:μ΄μ λ³νμ ν΅ν κ°μ‘°μ μ리 115
4.λͺ
μ μ λν νμμ νλ μ리 116
4.1.무νμ±μ μ리:μ§μ€λ²μ ν΅ν νμμ νλ μ리 117
4.2.μ νμ±μ μ리:λͺ
μ μ λν νμμ μ£Όκ΄μ νλ μ리 118
β
€.νν λ¬Έλ² κ΄μ μ λ¬Έμ₯ μ΄μ ν κ΅μ‘ λ΄μ© μ€κ³ 121
1.λ¬Έμ₯ μ΄μ ν κ΅μ‘μ λͺ©ν 121
2.λ¬Έμ₯ μ΄μ ν κ΅μ‘ λ΄μ©:μ€λ ν
μ€νΈλ₯Ό μ€μ¬μΌλ‘ 122
2.1.λ¬Έμ₯ μ΄μ ν μ리 μ°¨μ 127
2.2.μ€λ ν
μ€νΈ ꡬ쑰 μ°¨μ 135
3.λ¬Έμ₯ μ΄μ ν κ΅μ‘μ κ΅μ νμ΅ 138
3.1.κ΅μ νμ΅μ μν μ μ 138
1)νλ ꡬμ±μ λ°©ν₯κ³Ό κ΅μ νμ΅ λͺ¨ν 138
2)νλ ꡬμ±μ μ리μ μμ 139
3.2.κ΅μ νμ΅μ μ€μ μ ν¨κ³Ό 141
1)κ΅μ νμ΅μ μ€μ 141
2)κ΅μ νμ΅μ ν¨κ³Ό 142
β
₯.κ²°λ‘ 149
*μ°Έκ³ λ¬Έν 155
*Abstract 161
*λΆλ‘ 165Docto
A Study on the Conception of Korean and English from the Viewpoint of Comparative Cognitive Linguistics -Focused on hearer centered expression and speaker centered expression-
μ΄ μ°κ΅¬λ νκ΅μ΄μ μμ΄μμ νμκ° μ£Όμ΄λ₯Ό μ ννλ μμμ ν΅ν΄ λ μΈμ΄μ λ°μμ μ°¨μ΄λ₯Ό λΆκ°νλ λΉκ΅ μΈμ§μΈμ΄νμ μ κ·Όμ νλλ‘, νβ€μ λ λλΌ μνλ₯Ό λμμΌλ‘ νμ¬ νμμ μ£Όμ΄ μ ν μμ λΆμμ μλνμλ€. μΈμ΄ μ°¨μ΄ μ΄μΈμ λ€λ₯Έ μμΈλ€μ΄ λ³μλ‘ μμ©νμ§ μλλ‘ νκΈ° μν΄ νκ΅μ μμμ (ζθΆζ, 2000)μ μ΄λ₯Ό 리λ©μ΄ν¬ν λ μ΄ν¬νμ°μ€(The Lake House, 2006)λ₯Ό λμμΌλ‘ μΌμλ€.
μν μ νμμ μ£Όμ΄ μ ν μμ λΆμμ κ²°κ³Ό, λ―Έκ΅ μν μμ μΈλ¬Όμ κ°κ΄μ μΈ μν©μ μ λ¬νκ±°λ μμ μ 견ν΄κ° κ°κ΄μ μμ κ°μ‘°νλ κ²½μ° νΉμ ꡬ체μ μΈ μ₯μλ₯Ό μ§μΉνλ κ²½μ°κ° μλλ©΄ νμ μ€μ¬μ μ§μ μ μΈ μΈμ΄μ ννμ ꡬμ¬νλ©° μμ μ μ
μ₯μ λΆλͺ
νκ² λλ¬λ΄λ λ°©μμΌλ‘ μΈκ° μ€μ¬μ μ£Όμ΄λ₯Ό μΌλ°μ μΌλ‘ μ ννλ λ°λ©΄μ, νκ΅ μν μμ μΈλ¬Όλ€μ μ²μ μ€μ¬μ κ°μ μ μΈ μΈμ΄ ννμ ꡬμ¬νλ©° μμ μ μ§μ μκ°νκ±°λ μ€μ€λ‘μ μ견μ κ°λ ₯νκ² νΌλ ₯ν΄μΌ νλ μν©μ΄ μλλ©΄ μν© μ€μ¬μ μ£Όμ΄λ₯Ό μ¬μ©νλ€λ μ¬μ€μ νμΈν μ μμλ€.
μ΄μκ³Ό κ°μ΄ νκ΅μ΄μ μμ΄μμ λ°μμ μ°¨μ΄κ° μ£Όμ΄ μ ν μμμ λ―ΈμΉλ μν₯μ κ°λ΅νλλ§ μ΄ν΄λ³΄λ μμ μλλ₯Ό ν΅ν΄, κ°λ³ μΈμ΄μ λ°μμ κΈ°λ°ν νκ΅μ΄μ μμ΄μ μΈμ΄ μ°¨μ΄μ λν μΈμμ μ§νμ λν μ μμ κ²μΌλ‘ κΈ°λλλ€.
This study aimed to analyze the pattern of how the speaker chooses the subject in Korea and English using as an approach of comparative cognitive linguistics. We conducted this study using movies, A Love Story(2000) and its remake version The Lake House(2006), which have the same characters and story development. According to the results of analyzing the movies, the characters in the American movie generally used speaker centered direct linguistic expressions except for explaining an objective situation, emphasizing the objectivity of an opinion, or indicating a specific place, and generally chose a human subject that reveals the speakers position clearly. In the Korean movie, on the contrary, the characters used hear centered indirect linguistic expressions except for introducing the speaker himself/herself or expressing the speakers opinion empathetically.
As presented above, this study is expected to broaden the horizon of understanding the linguistic difference between Korean and English based on the concept of each language