언어 감수성과 대학 교양 글쓰기 교육 - 『우리말과 글쓰기』, 『사고와 표현』을 중심으로 -

Abstract

The language and language sensitivity of university students changes constantly. Language sensitivity is not only a sensitivity to expression, but also a “sense of being able to ask and respond to a cognitive system that has constituted and operated for a long time.” With their sense of language changing through their studies, students question the existing relationship recognition system, but current writing classes are not attentive to this. In order to suggest ways to supplement language sensitivity. I examined the level of language sensitivity of current university writing enrichment classes. I found a near absence of the language sensitivity reflected in the ‘new thinking’ and ‘logical expression’ core goals of current university writing. Students who were the subjects of expression showed a lack of consideration of experience and relationship perception, and most of them displayed a view of commercial capitalism and hierarchical argument language. The core of this problem is the patriarchal recognition framework involved in university writing. In order to respond to university language literacy and the changing language sense, students need an alternative to the patriarchal cognitive framework, which can strengthen fair relationship awareness. When it comes to writing logically, the use of negotiational language is key : students should be presented with writing to communicate equally, not only writing accepted in the existing order. Given the existing top-bottom framework of recognition literacy among those taking enrichment classes is weaker than those in major courses. However, the absence of authority in writing enrichment classes can create a space where various voices are communicated in a comparable, fair and free manner, emphasizing respect for various positions rather than hierarchical order.