‘매체 언어’와 ‘문법’의 통합 교육을 위한 문법교육 내용의 범주
The categories of grammar education contents for the integrative education of ‘Media Language’ and ‘Grammar’
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The purpose of this study is to figure out the categories of grammar education contents for the true integrative education of ‘grammar’ and ‘media language’ to cope with the new installation of the ‘Language and Media’ subject in the 2015 revised Korean curriculum. To address the goal, this author sets up the goal of media language education as complex forms literacy considering the fact that the essential characteristic of media language is complex forms. Based on that, this researcher has established the concrete frame of integrative education contents in ‘grammar’ and ‘media language’ so that students can enhance their complex forms literacy through grammar education. This study suggests the following three educational categories for the integrative education of ‘grammar’ and ‘media language’. The first is the linguistic characteristics of media language leading socio-cultural language phenomena. The second is the way of representing the thoughts of the agent of communication into media language through grammar choices. The third is the attitude of exploring media language critically and creatively and participating in communication. The ‘Language and Media’ subject newly installed by the 2015 revised Korean curriculum will be applied in 2018. So far, integration between different areas tried in the Korean subject has ended up being a form of combination, not integration. In order not to repeat that, more thorough discussion will be ended about the methods of integrative education for media language in grammar education. This study started from the awareness of that problem, and this author expects that the results of this study will help develop the textbooks of ‘Language and Media’ afterwards.
Abstract
The purpose of this study is to figure out the categories of grammar education contents for the true integrative education of ‘grammar’ and ‘media language’ to cope with the new installation of the ‘Language and Media’ subject in the 2015 revised Korean curriculum. To address the goal, this author sets up the goal of media language education as complex forms literacy considering the fact that the essential characteristic of media language is complex forms. Based on that, this researcher has established the concrete frame of integrative education contents in ‘grammar’ and ‘media language’ so that students can enhance their complex forms literacy through grammar education. This study suggests the following three educational categories for the integrative education of ‘grammar’ and ‘media language’. The first is the linguistic characteristics of media language leading socio-cultural language phenomena. The second is the way of representing the thoughts of the agent of communication into media language through grammar choices. The third is the attitude of exploring media language critically and creatively and participating in communication. The ‘Language and Media’ subject newly installed by the 2015 revised Korean curriculum will be applied in 2018. So far, integration between different areas tried in the Korean subject has ended up being a form of combination, not integration. In order not to repeat that, more thorough discussion will be ended about the methods of integrative education for media language in grammar education. This study started from the awareness of that problem, and this author expects that the results of this study will help develop the textbooks of ‘Language and Media’ afterwards.
참고문헌 (32)
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