‘비판적 담화 분석’의 문법교육적 적용 가능성 - 문법 담화 교육을 중심으로 -
Grammar Educational Application Possibility of “Critical Discourse Analysis” - Focused on Grammar Discourse Education -
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초록
The purpose of this study is to find out a grammar educational application possibility of the critical discourse analysis(CDA). Especially this study focuses on the discourse education in the grammar education, it would suggest a way of the grammar discourse education design applied by CDA. To establish this purpose, it looks at concepts of CDA, arranges arguments about Korean educational application of this theory. It finds out that arguments about contents and methods of the critical reading education are centralized from CDA. But this study realizes a starting point of these application is the grammar education. So it pays attention to the discourse education which are emphasizing “contextuality” in grammar education, considers contents of the discourse education reflectively. As a result, it determines that there are two aspects could be complemented by CDA. Those are “Concepts and characteristics of a discourse”, “Appropriate and efficient Korean language life”, it suggests a ways of contents design in the discourse education from CDA: “Discourse analysis method(Fairclough, 1992)”, “Critical Language Awareness (Fairclough, 1995)”. Concretely, in “Concepts and characteristics of a discourse”, the “Discourse analysis method” could give a sociocultural practicality of a discourse to this aspect, the following examples of theses could be emphasized: “A discourse connotes the power of sociocultural practice”, “A meaning of a discourse is constructed by functionally, and critically”. And the “Critical language awareness” could give the value of language use to the “Appropriate and efficient Korean language life”, so “the valuable Korean language life”, “language and power in a discourse communication”, “language and identity (awareness)”, and “language and human relationships” could be designed in this aspect. This study has a meaning that it opens to inquire various sociocultural meanings in the grammar discourse education applying CDA, ultimately it lays foundation stone to apply CDA to Korean language education expansively.
Abstract
The purpose of this study is to find out a grammar educational application possibility of the critical discourse analysis(CDA). Especially this study focuses on the discourse education in the grammar education, it would suggest a way of the grammar discourse education design applied by CDA. To establish this purpose, it looks at concepts of CDA, arranges arguments about Korean educational application of this theory. It finds out that arguments about contents and methods of the critical reading education are centralized from CDA. But this study realizes a starting point of these application is the grammar education. So it pays attention to the discourse education which are emphasizing “contextuality” in grammar education, considers contents of the discourse education reflectively. As a result, it determines that there are two aspects could be complemented by CDA. Those are “Concepts and characteristics of a discourse”, “Appropriate and efficient Korean language life”, it suggests a ways of contents design in the discourse education from CDA: “Discourse analysis method(Fairclough, 1992)”, “Critical Language Awareness (Fairclough, 1995)”. Concretely, in “Concepts and characteristics of a discourse”, the “Discourse analysis method” could give a sociocultural practicality of a discourse to this aspect, the following examples of theses could be emphasized: “A discourse connotes the power of sociocultural practice”, “A meaning of a discourse is constructed by functionally, and critically”. And the “Critical language awareness” could give the value of language use to the “Appropriate and efficient Korean language life”, so “the valuable Korean language life”, “language and power in a discourse communication”, “language and identity (awareness)”, and “language and human relationships” could be designed in this aspect. This study has a meaning that it opens to inquire various sociocultural meanings in the grammar discourse education applying CDA, ultimately it lays foundation stone to apply CDA to Korean language education expansively.
참고문헌 (35)
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