동시 텍스트에 나타나는 직시(deixis) 표현과 학습 제재 선정에 대한 연구

Abstract

This study attempted to examine deixis expression as a criterion for determining whether a literary work is appropriate to the level of the learner in presenting children’s poem to learners. Since deixis expression in children’s poem can be understood through context, the appreciation of poetry can be enriched through the projection process, but deixis expression can act as a cognitive burden for elementary-level learners. This point implies the possibility of discriminating the level of children’s poem on the basis of deixis expression. In this study, the level of children's poem was classified by dividing the deixis expression into person deixis, place deixis, and time deixis. Through this, the appropriateness of providing children's poems was judged. The use of person deixis, place deixis, and time deixis, and the pattern of their distinction, was judged to give the learner a cognitive burden of interpretation. Thus, in determining the level of provision of children's poems to elementary-level learners, deixis expression may not be an absolute criterion, but it may serve as another criterion.