공감적 소통 능력 신장을 위한 화법 교육 방안 - ‘대화 함축’ 교육을 중심으로 -

Abstract

Conversational implicature is a concept of speech-act theory that is applied with importance for emphatic communication. By intentionally breaking the principle of cooperation, it allows the listeners to make inference of the implications from the speech, which can be observed frequently in our daily lives. Based on the textbooks and interviews with teachers, the learning activities related to conversational implicature were analyzed and the following guidelines for education was deducted. First, chapters regarding conversational implicature need to be created and relevant content need to be introduced intensively. By presenting various practical cases in the chapters of conversation and communication, the concept of conversational implicature can be educated linked with the concept of empathy and communication. Second, speech training supplementation to consider the listener from the speaker’s point of view. Current textbooks are composed of activities where the listeners are asked to grasp the intention of the speaker or to analyze a certain situation from the speaker’s viewpoint. Although learning from the position of the listener is important, speech training to understand the counterparts from listeners in order to perform speech with empathic communication should proceed. Third, relevant concept in middle school textbooks need to be complemented. As shown in the interviews with teachers, the subject of speech is not adopted as an optional subject in high school. Thus, the concept of conversational implicature needs to be presented with illustrations in an easier format during middle school. Fourth, activities that intensively deal with social and cultural context should be devised. When conversational implicature of socio-cultural context is being educated, activities promoting the understanding of the other culture and finding ways to help foreigners to understand certain situations despite the language barriers should be applied additionally instead of a simple situation analysis. Fifth, interesting and practical, and specific education method should be presented. Currently, activities related to conversational implicature focus largely on analysis. Diverse ways of class teaching need to be incorporated into textbooks or into guidelines for teachers. Furthermore, we presented a Korean language education theory that the understanding of conversational implicature may contribute to the formation of empathic communicative community. In the education, interpretation skills of the participants imagining empathic communicative community should be included.