고전시가 모호성의 교육적 이해

Abstract

In this study, I focused on the point that ambiguity has unique characteristics and existence value in classic poetry in contrast with that it is generally considered as negative in the viewpoint of language activity. Besides, I tried to probe the educational meaning. Unlike the cases of modern poetry, the ambiguity of classic poetry generates unintentionally by distance of time & space which lies in between the creation and the reception of text. On the basis of fundamental factors of literature, the ambiguity of classic poetry can be said to result from motives such as the polysemy of meaning relation, the historicity of meaning reception and the difficulty of meaning decoding. Above all things, creating multiple relations of signifiant and signifié results in the polysemy of meaning relation, outstanding in discourse expressions which consist of messages effectively for specific object. It calls in propriety problems of language activity according to situation and context. Moreover, it has educational meaning, that is, the improvement of language competence in that it is kind of expression strategy to improve efficiency of communication. Secondly, the historicity of meaning reception has to do with the change of meaning by the distance of time & space between the creation and the reception of text. The process that the meaning of text expands and opens boundlessly according to socio-cultural backgrounds which surround readers enables the readers to constitute his/her personalized meaning. In addition to that, it provides them with a shot in the arm for education that it makes them extend and enlarge the range and the depth of understanding. Here, we can find the educational meaning, what is called, the expansion of the horizon of understanding. Thirdly, the difficulty of meaning decoding means that readers have difficulty in deciphering the transcription itself or they can not grasp the symbolic meaning of the object definitely. Suggesting several explanation of such unintelligible parts to learners is not recommended. It is more appropriate that learners compose inquiry activities which organize the meaning of works by themselves. It connects with the promotion of inquiry capability for independent appreciation of literature. Through it, this study demonstrated that the ambiguity of classic poetry has educational meaning like the improvement of language competence, the expansion of the horizon of understanding and the promotion of inquiry capability.