문화적 정체성 탐구를 위한 온라인 대화 교육 연구 -대학생의 카카오톡 관계성 고려 양상에 대한 메타 대화 분석을 중심으로-
A Study on Online Dialogue Education Focusing on the Quest for Cultural Identity: A Meta-Dialogue Analysis on the Consideration of KakaoTalk Relations in College Students
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This study analyzed the online conversation pattern of college students in the online messaging platform KakaoTalk using meta-dialogue analysis for online conversational education research focusing on cultural identity inquiry. The analysis is based on the theory of impression management by Goffman, theory of social infiltration by Altman and Tyler, essence of speech, characteristics of online education, and perspective of media education related to cultural identity. A metacognitive analysis was conducted on KakaoTalk conversation data of 97 first-year college students using an anti-structuring guidebook. The relationship setting was divided into individuals and groups, which were subdivided into family and relatives, close friends, older and younger peers, and distant friends. The analysis revealed that both groups and individuals engaged in positive communication with short messages at high frequency; and the messages increasingly lost adherence to the principles of grammar and politeness as they became familiar with other people. Different emoticons were used according to the degree of closeness to the other person; various expression management strategies were used to form a target image by using specific consonant or speech types. The use of longer sentences in a message and lower frequency of messaging indicated a larger cognitive burden on the relationship with a partner. The interactions also showed a tendency to communicate more or less positively, emphasizing the temporal aspect rather than the relationship. This study recommended the development of educational contents that enable learners to use proper narration in the media environment and the direction of narrative education as a tool to accumulate social capital.
Abstract
This study analyzed the online conversation pattern of college students in the online messaging platform KakaoTalk using meta-dialogue analysis for online conversational education research focusing on cultural identity inquiry. The analysis is based on the theory of impression management by Goffman, theory of social infiltration by Altman and Tyler, essence of speech, characteristics of online education, and perspective of media education related to cultural identity. A metacognitive analysis was conducted on KakaoTalk conversation data of 97 first-year college students using an anti-structuring guidebook. The relationship setting was divided into individuals and groups, which were subdivided into family and relatives, close friends, older and younger peers, and distant friends. The analysis revealed that both groups and individuals engaged in positive communication with short messages at high frequency; and the messages increasingly lost adherence to the principles of grammar and politeness as they became familiar with other people. Different emoticons were used according to the degree of closeness to the other person; various expression management strategies were used to form a target image by using specific consonant or speech types. The use of longer sentences in a message and lower frequency of messaging indicated a larger cognitive burden on the relationship with a partner. The interactions also showed a tendency to communicate more or less positively, emphasizing the temporal aspect rather than the relationship. This study recommended the development of educational contents that enable learners to use proper narration in the media environment and the direction of narrative education as a tool to accumulate social capital.
참고문헌 (39)
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