언어교육의 후기-현대성에 관한 인문학적 고찰 —맥커뮤니케이션, 자아정체성, 그리고 생태주의 관점에서부터
Understanding the Late-modernity of Language Learning: from the Views of McCommunication, Self-identities, and Ecology
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In recent decades there has been a tendency to frame communicative language abilities as a set of technical skills that can be defined, quantified, measured, predicted and ultimately controlled. This process is often called ‘McCommunication’ (Ritzer 2003). The over-rationalized, standardized, and commodified education of language have dominated the current conventions of developing curriculum, materials, and tests of language learning. Authentic language and its educational activities have often conformed to narrow standards of correctness, clarity, efficiency,or ‘verbal hygiene’ (Cameron 1995). Korean researchers in the field of second language education have not taken the issue of McCommunication culture seriously. The purpose of this paper is to re-visit the modernization issues of language education industry by referencing late-modernity (Beck 1997; Giddens 1997) and ecological views (Kramsch 2002; van Lier 2004) across the other academic disciplines. It was argued that the McDonaldizatin of language learning has become a common phenomenon, and that the meaningfulness has been seriously questioned. Then Giddens' (1991) concepts of reflexivity and self-identity were suggested as a meaningful ends to language learning. Ecology of language learning were also elaborated as a transdisciplinary endeavor, to encourage reflection over the McDonaldized culture of (English) language learning in Korea. Further research questions, such as appropriate pedagogy (Kramsch & Sullivan 1996), expanded modeling of communicative language abilities (Norton 2000), are also discussed.
Abstract
In recent decades there has been a tendency to frame communicative language abilities as a set of technical skills that can be defined, quantified, measured, predicted and ultimately controlled. This process is often called ‘McCommunication’ (Ritzer 2003). The over-rationalized, standardized, and commodified education of language have dominated the current conventions of developing curriculum, materials, and tests of language learning. Authentic language and its educational activities have often conformed to narrow standards of correctness, clarity, efficiency,or ‘verbal hygiene’ (Cameron 1995). Korean researchers in the field of second language education have not taken the issue of McCommunication culture seriously. The purpose of this paper is to re-visit the modernization issues of language education industry by referencing late-modernity (Beck 1997; Giddens 1997) and ecological views (Kramsch 2002; van Lier 2004) across the other academic disciplines. It was argued that the McDonaldizatin of language learning has become a common phenomenon, and that the meaningfulness has been seriously questioned. Then Giddens' (1991) concepts of reflexivity and self-identity were suggested as a meaningful ends to language learning. Ecology of language learning were also elaborated as a transdisciplinary endeavor, to encourage reflection over the McDonaldized culture of (English) language learning in Korea. Further research questions, such as appropriate pedagogy (Kramsch & Sullivan 1996), expanded modeling of communicative language abilities (Norton 2000), are also discussed.
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