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한국어교육학회> 국어교육> 애착유형에 따른 고등학교 학습자의 시 수용 양상 연구

KCI등재

애착유형에 따른 고등학교 학습자의 시 수용 양상 연구

A Study on Poetry Acceptance among High School Learners Based on Attachment Type

윤예전 ( Yoon Ye-jeon ) , 정소연 ( Chung So-yeon )
  • : 한국어교육학회
  • : 국어교육 167권0호
  • : 연속간행물
  • : 2019년 11월
  • : 121-155(35pages)
국어교육

DOI

10.29401/KLE.167.5


목차

Ⅰ. 서론
Ⅱ. 애착이론의 문학교육에의 적용
Ⅲ. 학습자의 애착유형과 시 선택의 상관성
Ⅳ. 결론

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초록 보기

This study analyzes high school students’ level of acceptance of modern Korean poetry by classifying them into four main attachment types: secure, preoccupied, dismissing, and fearful. It aims to contribute to the understanding of the various aspects of learning and build a solid basis for realizing the significance of literary education in their lives.
The test covered the students’ degree of intimacy, sympathy, understanding, empathy, and general sentiments towards poetry. It focused mainly on attachment which is defined as “a basic psychological mechanism that involves forming relationships with others and the world around them.” 333 students from women’s high schools in Seoul participated in the Attachment Type Test and evaluated eight poems chosen by Korean teachers from literary textbooks.
“Secure type” students’ responses to the poetry showed high levels of intimacy, understanding, and empathy while “insecure type” (preoccupied, dismissing, and fearful) responses were mostly on the mid-range. When it came to poems < Ha-gwan(Lowering A Coffin) > and < Ja-dongmun apeseo(In Front of the Automatic Gate) > which were the most chosen among the students, there was a substantial correlation in degrees of intimacy-sympathy, intimacy-understanding, and comprehension-related correlations.
The results and analyses establish the importance of acknowledging the different attachment types of students in literary education. By choosing different poems, students indicated varying personal preferences in poetry and even if they chose the same poem, reactions were dependent on the person’s psychology and were, therefore, unique to the individual. Regardless, educational consideration of the student is deemed essential. This study is significant in that it is the first attempt to apply Attachment Theory to literary education and it has identified the distinctive inclinations of various learners that must be acknowledged and understood.

UCI(KEPA)

I410-ECN-0102-2021-700-000095364

간행물정보

  • : 어문학분야  > 국어학
  • : KCI등재
  • :
  • : 계간
  • : 1226-3958
  • : 2713-9867
  • : 학술지
  • : 연속간행물
  • : 1958-2021
  • : 2124


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This study analyzes high school students' level of acceptance of modern Korean poetry by classifying them into four main attachment types: secure, preoccupied, dismissing, and fearful. It aims to contribute to the understanding of the various aspects of learning and build a solid basis for realizing the significance of literary education in their lives.
The test covered the students' degree of intimacy, sympathy, understanding, empathy, and general sentiments towards poetry. It focused mainly on attachment which is defined as “a basic psychological mechanism that involves forming relationships with others and the world around them.” 333 students from women's high schools in Seoul participated in the Attachment Type Test and evaluated eight poems chosen by Korean teachers from literary textbooks.
“Secure type” students' responses to the poetry showed high levels of intimacy, understanding, and empathy while “insecure type” (preoccupied, dismissing, and fearful) responses were mostly on the mid-range. When it came to poems < Ha-gwan(Lowering A Coffin) > and < Ja-dongmun apeseo(In Front of the Automatic Gate) > which were the most chosen among the students, there was a substantial correlation in degrees of intimacy-sympathy, intimacy-understanding, and comprehension-related correlations.
The results and analyses establish the importance of acknowledging the different attachment types of students in literary education. By choosing different poems, students indicated varying personal preferences in poetry and even if they chose the same poem, reactions were dependent on the person's psychology and were, therefore, unique to the individual. Regardless, educational consideration of the student is deemed essential. This study is significant in that it is the first attempt to apply Attachment Theory to literary education and it has identified the distinctive inclinations of various learners that must be acknowledged and understood.

KCI등재

6디지털 시대 청소년 학습자의 서사 경험 변모 양상 및 서사 교육 내용 연구

저자 : 오윤주 ( Oh Yun-joo )

발행기관 : 한국어교육학회 간행물 : 국어교육 167권 0호 발행 연도 : 2019 페이지 : pp. 157-188 (32 pages)

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This study explores the changes in the patterns of narrative experiences among adolescent learners during the digital era and the direction in which it will develop. Additionally, it looks further into how narrative education should respond to these changes.
A deeper understanding of the changing patterns was obtained through literary and qualitative research which included questionnaires and interviews with adolescent learners. Results showed that adolescent learners have increasingly distanced themselves from the traditional novel genre and now turn to normalized digital media entertainment instead. Majority of the subjects were biased towards accepting and distributing narratives and rarely perceived themselves as critics or creative agents. In addition, learners showed a preference for “differentiation” when it came to their entertainment.
The study recommends the active exploration and development of Media Narrative Literacy. Learners should recognize that it is essential to fully enjoy and appreciate the narrative of the digital media age. They should not only be nurtured as acceptance and distribution players but as critical and creative producers as well. Lastly, learners should be able to recognize and reflect on the concept of “differentiation” in the age of digital media.

KCI등재

7요약하기의 문법 교육적 고찰을 통한 양태 표현 교육의 가능성 탐색 - 학습자 요약문에 나타난 양태 표현의 양상 분석을 중심으로 -

저자 : 김정은 ( Kim Jeong-eun )

발행기관 : 한국어교육학회 간행물 : 국어교육 167권 0호 발행 연도 : 2019 페이지 : pp. 189-219 (31 pages)

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The purpose of this study is to explore the possibility of modal expression education in text writing by analyzing the aspects of learner's summary text writing. Previous studies that have extensively investigated the relationship between writing education and grammar education in Korean language education confirm that grammar knowledge is considered as morphological syntactic knowledge in both areas. In addition, the content of grammar education for sentence writing emphasizes the need to examine the relationship between the genres of text and sentences and the grammatical elements used in sentences beyond single sentence units.
In this study, we analyzed the aspect expression in the learners' summary writing tasks because it clearly indicates the genre of text among the grammatical elements used in the sentence. As a result, the following shortcomings of learners were determined: (1) lack of awareness of the genre characteristics of the summary, (2) lack of consideration of the learner's own identity as the language agent producing the summary, (3) an inadequate understanding of attitude of the author of the original text. These results emphasize the importance of preparing aspect expression education contents for text writing.

KCI등재

8다문화가정 대상 한국어교육 정책 사례 분석 및 제언 - 국립국어원 2017년~2019년 교재 개발 사업을 중심으로 -

저자 : 정혜선 ( Chung Hye-sun ) , 박지수 ( Park Ji-su )

발행기관 : 한국어교육학회 간행물 : 국어교육 167권 0호 발행 연도 : 2019 페이지 : pp. 221-251 (31 pages)

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The purpose of this study is to analyze the development of Korean textbooks for multicultural families overseen by the National Institute of Korean Language and recommend policies based on the findings. First, this study explains the development of textbooks that was carried out from 2017 to 2019. The annual process includes field application, gender impact assessment, and teacher education. In addition, it also includes textbook dissemination, online textbook services, and the development of placement and achievement tests after the publishing of textbooks. Next, this study details the evaluation and analysis of the survey responses provided by teachers that participated in the teacher education program organized by the National Institute of Korean Language in 2019. It concludes with the proposal of several policies to further improve the overall process. Policies are related with the development of placement and achievement tests as a supplementary material, the review of social experts, the development of online courses, the reflection of responses to textbooks, and wider dissemination of textbooks.

KCI등재

9한국어 학습자를 위한 '이, 그' 계열 응결 장치의 교육 연구

저자 : 정미진 ( Jung Mi-jin ) , 한용혁 ( Han Yong-hyeok )

발행기관 : 한국어교육학회 간행물 : 국어교육 167권 0호 발행 연도 : 2019 페이지 : pp. 253-283 (31 pages)

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“I, geu”-type cohesive devices serve as a function of reference, substitution, and conjunction in Korean academic texts. Previous studies have discussed the use of such cohesive devices in a single, independent form. We believe that this does not fully reflect the actual use of language and fails to provide Korean language learners with specific teaching and learning content.
This study aims to demonstrate the need for Korean learners to be explicitly taught about “i, geu”-type cohesive devices as complex expressions, in addition to various vocabulary and grammatical terms, in order to write coherently. Published journals were organized into a corpus to analyze the use of the “i, geu”-type cohesive devices, and the specific devices with the highest frequency of appearance were selected as functional words to be taught and learned. The list of cohesive devices was arranged according to meaning and function to increase its applicability to the Korean writing education site. We also discussed how to familiarize students with the use of “i, geu”-type cohesive devices through the presentation of TOPIK (Test of Proficiency in Korean) reading areas frequently encountered by both intermediate and advanced learners and readings on Korean writing materials for academic purposes. We concluded the study by proposing a technique that allows learners to compose semi-academic texts using “i, geu”-type cohesive devices.

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