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한국어교육학회> 국어교육> 사이버 언어폭력에 대응하는 언어방어 전략 연구

KCI등재

사이버 언어폭력에 대응하는 언어방어 전략 연구

A Study on Language Defense Strategies in Response to Verbal Cyber Violence

유승옥 ( Yoo¸ Seung Ok ) , 권순희 ( Kwon¸ Soon Hee )
  • : 한국어교육학회
  • : 국어교육 174권0호
  • : 연속간행물
  • : 2021년 08월
  • : 161-201(41pages)
국어교육

DOI

10.29401/KLE.174.5


목차

Ⅰ. 서론
Ⅱ. 청소년 언어 교육 프로그램
Ⅲ. 악플에 대응하는 언어방어 전략
Ⅳ. 구도 바꾸기 3단계 모형
Ⅴ. 결론

키워드 보기


초록 보기

This study aims to explore the minds and emotions of the attackers and defenders of cyberbullying and prevent the bullying by suggesting a language defense strategy against verbal violence that is indiscriminately exercised in cyberspace. To this end, we looked at the language defense strategies of Norazo and BTS, which were used to almost always successfully address malicious comments through effective verbal defense by celebrities. Analyzing the actual form of malicious comments and the expression strategy of defensive replies revealed that Norazo uses relationship-oriented language and BTS uses self-confident language as the defense strategy.
A three-step model of malicious comment structure change was proposed to apply the cases of Norazo, BTS, and Australia’s “Comebacks” to actual school verbal violence situations. Language defense education is effective educational content for both the attackers and defenders of verbal violence. It is a good way to solve verbal cyber violence problems smoothly.

UCI(KEPA)

간행물정보

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


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A three-step model of malicious comment structure change was proposed to apply the cases of Norazo, BTS, and Australia's “Comebacks” to actual school verbal violence situations. Language defense education is effective educational content for both the attackers and defenders of verbal violence. It is a good way to solve verbal cyber violence problems smoothly.

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A three-step model of malicious comment structure change was proposed to apply the cases of Norazo, BTS, and Australia's “Comebacks” to actual school verbal violence situations. Language defense education is effective educational content for both the attackers and defenders of verbal violence. It is a good way to solve verbal cyber violence problems smoothly.

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(기관인증 필요)

초록보기

This study suggests effective ways to teach writing in the post COVID-19 era by analyzing the condition of non-face-to-face writing instruction in Korean class. For doing this, the study analyzed the results of a survey of 130 in-service Korean language teachers on the status, method, content of writing instruction and their perception on the writing instruction. The results are as follows. First, Korean language teachers mainly instructed writing by using face-to-face and non-face-to-face methods parallelly amid the COVID-19 pandemic. Second, in non-face-to-face situations, Korean language teachers mainly instructed writing by using videos in online classes. Third, Korean language teachers addressed “writing expressing friendship and emotions” the most in non-face-to-face writing instruction. Fourth, in non-face-to-face situations, Korean language teachers tended to perceive the reviewing process as the most difficult process and the content generating process as the easiest process to instruct in the writing process. Finally, Korean language teachers tended to perceive face-to-face writing instruction as the most effective method for writing instruction.

KCI등재

8범교과 학습 문식성 활동 성향 측정을 위한 표준화 검사 도구 개발 및 타당화

저자 : 장성민 ( Chang¸ Sungmin )

발행기관 : 한국어교육학회 간행물 : 국어교육 174권 0호 발행 연도 : 2021 페이지 : pp. 271-314 (44 pages)

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This study developed a standardized scale to measure the activity tendency in interdisciplinary learning literacy and validated it through factor analysis. According to Britt and Rouet's (2012) multiple-document task-based relevance assessment and content extraction (MD-TRACE) model, nine factors were theoretically assumed and 19 items were developed in advance. By applying repetitive exploratory factor analysis to the responses of 224 undergraduates, 16 items of 5 factors were finally selected. The model fit and convergent and discriminant validity were investigated with confirmatory factor analysis. The mean of the five factors (i.e. perception of task-based needs, intertext model, mental model, considering counterarguments, and monitoring learning outcomes) was 3.50~4.50, and the standard deviation was distributed within the range of .64~1.01.
The sub-processes of interdisciplinary learning literacy can be practically measured using a standardized scale. It is expected that this scale will be used to effectively diagnose learners' factors in the context of teaching and learning and conduct follow-up studies.

KCI등재

9문학교육적 역설로서 '문학 생활화' 교육의 문제 - 문학하기의 '즐거움'과 문학적 '통과의례'를 기제로 한 역설의 정치(正治)법-

저자 : 이원영 ( Lee¸ Won-young )

발행기관 : 한국어교육학회 간행물 : 국어교육 174권 0호 발행 연도 : 2021 페이지 : pp. 315-343 (29 pages)

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This study aimed to recognize the problem of “practing literature” education as a literary education paradox and discuss ways to properly deal with it. “practising literature” is regarded as the content that drives the practice of literature in the learner's life and is set as a major agenda for literature education. However, the specific viewpoint or method for realizing “practising literature” education is still ambiguous. Therefore, this study attempted to secure a concrete perspective that enables the such education to function fully by confirming its orientation and its status in literary education. From this perspective, this study attempted to establish a core mechanism for realizing “practising literature” education.
The perspective of “practising literature” education that this study intends to focus on os that it is a literary education paradox, and this education is currently positioned as an antithesis of literary education. To readdress this paradox, the study developed a method that recognizes “practising literature” as a “transit point” of literature education, and penetrates literature and leap through literature simultaneously by using the “pleasure” of literature and the “rite of passage” of literature as the core mechanisms.

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