고전시가 속 불가능성에 대한 청소년으로서 학습자의 반응 연구

Abstract

This study explores the aspects of impossibility that appear in classical poetry and learners' responses to them. The aim is understand how secondary education students, who are adolescents in a context of uncertainty, actually respond to the impossibilities presented in classical poetry. As adolescents, learners begin to experience uncertainty in life due to changes in their bodies and surrounding environments, as well as the confusion of being in an intermediate stage between childhood and adulthood. Uncertainty is inevitably experienced in various forms and contents throughout life; therefore, recognizing and understanding it as a condition of life is important. This study focuses on classical poetry that contains elements of impossibility as a medium through which learners might navigate this experience. Because learners cannot control the reality they face, they may actively engage with the speakers of the works who present imaginative solutions. First, this study examines three ways in which impossibility appears in such poetry: The aspect where impossibility is presented (1) as a condition for realizing a desire through the form of conditional sentences, such as “if ~, then ~,” (2) in advance to warn against aligning with rumors, exemplified by expressions like “guess, dear,” (3) as a direct target that the speaker wishes to achieve. Learners who appreciate these works within their context of uncertainty responded in several ways: (1) They equated the impossibility in the works with their own uncertainties and utilized the rhetorical strategies presented therein as they are to express their desires, thereby incorporating these experiences into their own lives. (2) Some learners amplified the impossibility to an incomprehensible degree and resisted it by structuring it as a pre-existing logic. (3) Others adapted the intention behind the presentation of impossibility, thereby using it as an opportunity to shape their own identities. For adolescent learners, who are enveloped in a context of uncertainty and unable to predict future situations, the impossibilities presented in classical poetry provide a chance to confront their own ambiguity directly and become a starting point for developing an approach to dealing with challenging, uncontrollable issues. This study is significant in that it examines the inherent state of learners appreciating classical poetry and explores the role such poetry can play in helping adolescents, who are in the process of forming independent selves.