메타의사소통 행위의 국어 교육 내용에 관한 연구
A Study on the Korean Educational Contents of Metacommunication Act
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This study is an attempt to arrange the Korean educational contents of metacommunication acts. Metacommunication is communication about communication, and the terms of ‘metacommunication act’ is used when is focused on the act of language use which is began ‘speech act theory’ by J. Austin and J. Searle. This While, it didn't have been dealt with Korean educational contents properly. Meta language is called as a ‘language as language’. It is discussed within a sentence. But metacommunication is been argued in the text dimension. This study classified metacommunication into two groups as a compositional metacommunication and a situational metacommunication. Metacommunication act is attended with metacognition. The aim of Korean education is the extension of not metacognition but Korean ability. Korean ability includes metacommunication act ability. Metacognition is a auxiliary measure for the achievement of the aim. It is important to systemize the concept and specific character of metacommunication as a Korean educational contents. It is not too much to say that the effective communication depends on the inspection and adjustment of oneself's language activity. But it is not enough for the extension of Korean ability. The result of the inspection and adjustment of oneself's language activity is expressed as language. How to express it has to be presented in educational contents.
Abstract
This study is an attempt to arrange the Korean educational contents of metacommunication acts. Metacommunication is communication about communication, and the terms of ‘metacommunication act’ is used when is focused on the act of language use which is began ‘speech act theory’ by J. Austin and J. Searle. This While, it didn't have been dealt with Korean educational contents properly. Meta language is called as a ‘language as language’. It is discussed within a sentence. But metacommunication is been argued in the text dimension. This study classified metacommunication into two groups as a compositional metacommunication and a situational metacommunication. Metacommunication act is attended with metacognition. The aim of Korean education is the extension of not metacognition but Korean ability. Korean ability includes metacommunication act ability. Metacognition is a auxiliary measure for the achievement of the aim. It is important to systemize the concept and specific character of metacommunication as a Korean educational contents. It is not too much to say that the effective communication depends on the inspection and adjustment of oneself's language activity. But it is not enough for the extension of Korean ability. The result of the inspection and adjustment of oneself's language activity is expressed as language. How to express it has to be presented in educational contents.
참고문헌 (18)
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