학술논문
초등학생 말하기의 대화 분석론적 연구
이용수 193
- 영문명
- A Study of Elementary School Students" Speech: A Dialogue Analysis
- 발행기관
- 한국어문교육학회
- 저자명
- 이영이(Lee Young-lee)
- 간행물 정보
- 『어문학교육』어문학교육 제32집, 129~148쪽, 전체 20쪽
- 주제분류
- 어문학 > 한국어와문학
- 파일형태
- 발행일자
- 2006.05.01
5,200원
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국문 초록
영문 초록
The purpose of this study is to analyze elementary school students speech in terms of dialogue structure, linguistic transaction, and verbal expressions by adopting a linguistic method of dialogue analysis. In particular, such a study can provide useful data useful for understanding elementary school students" linguistic capacity. In addition, it can show how the principles and strategies of dialogue adults use appear at the level of elementary school students, and, furthermore, illustrate a new direction for methods and substances in teaching speaking and listening.
This study proceeds as follows. First, it singles out situational factors that directly influence elementary school students" speech. Second, it determines the level of dialogue analysis for the collected material in tandem with the situational factors. Third, it examines the relationship among elementary school students" dialogue structures, transactions, and verbal expressions.
Chapter Ⅱ looks at the dynamic nature of elementary school students" speech as the theoretical background of this study, and tries to understand dialogues in terms of its concept, principles (cooperation, politeness, and some distance), and types, as a preliminary step before abstracting situational factors. And, by adopting the Sinclair/Coulthard model as an analytical framework for class conversation, it examines structure of dialogical process (functional stages and partial uses), exchange and move, turn-taking and so forth.
Chapter Ⅲ determines the situational factors that directly influence elementary school students, considering the characteristics of speech such as being face-to-face, time-limitedness, and dynamic construction of meaning: dialogue participants, the member of the participants, the purpose of the dialogue, the degree of openness in dialogue and, the degree of fixedness of dialogue topics. And then it analyzes 19 sets of transcribed dialogue, and reaches the following conclusions.
First, as for elementary school students" dialogue structure, functional stages appears in the classroom teaching, which comprised the starting, middle and finishing stages just as a general structure of dialogue. However, the content of speech at the finishing stage was characteristically very poor, and even a marginal, deviant stage appeared. exchange comprised three components of Initiation(I) move-Response(R) move-Feedback(F) move, but often F is omitted or sequence is inserted. The minimum move type shows a structure of initiating speech acts+(receptive/rejective) response + (agreeing/disagreeing) feedback. Finally, turn-taking appeared as order-turntaking, exchange-turn-taking, siege-turn-taking and so forth.
Second, elementary school students requested for their turn to speak, used interjections to call people, and repeated speaking certain words, in order to get a chance to speak; interrogated and designated others in order to skip their own turn, or and inserted interjections in a hesitant manner and repeated words or phrases in order to maintain their chance to talk; and accepted or rejected the conclusion in the finishing stage. In addition, as for dialogue promotion aimed at achieving the goal of dialogue successfully, the students made agreeable responses to the preceding speaker in case that the goal was information or communication, but tended to interrogate, shame or obstruct others in order to take a superior position in debates in case of discussion.
Third, as for the linguistic aspect of elementary school students, repetition was oriented towards one"s own speech as well as other"s speech; interjections were inserted very often; correction appeared usually when there are discrepancies among ordinary words, auxiliary words and/or predicates; and pause appeared when there was little time to articulate a speech. Such an aspect of
This study proceeds as follows. First, it singles out situational factors that directly influence elementary school students" speech. Second, it determines the level of dialogue analysis for the collected material in tandem with the situational factors. Third, it examines the relationship among elementary school students" dialogue structures, transactions, and verbal expressions.
Chapter Ⅱ looks at the dynamic nature of elementary school students" speech as the theoretical background of this study, and tries to understand dialogues in terms of its concept, principles (cooperation, politeness, and some distance), and types, as a preliminary step before abstracting situational factors. And, by adopting the Sinclair/Coulthard model as an analytical framework for class conversation, it examines structure of dialogical process (functional stages and partial uses), exchange and move, turn-taking and so forth.
Chapter Ⅲ determines the situational factors that directly influence elementary school students, considering the characteristics of speech such as being face-to-face, time-limitedness, and dynamic construction of meaning: dialogue participants, the member of the participants, the purpose of the dialogue, the degree of openness in dialogue and, the degree of fixedness of dialogue topics. And then it analyzes 19 sets of transcribed dialogue, and reaches the following conclusions.
First, as for elementary school students" dialogue structure, functional stages appears in the classroom teaching, which comprised the starting, middle and finishing stages just as a general structure of dialogue. However, the content of speech at the finishing stage was characteristically very poor, and even a marginal, deviant stage appeared. exchange comprised three components of Initiation(I) move-Response(R) move-Feedback(F) move, but often F is omitted or sequence is inserted. The minimum move type shows a structure of initiating speech acts+(receptive/rejective) response + (agreeing/disagreeing) feedback. Finally, turn-taking appeared as order-turntaking, exchange-turn-taking, siege-turn-taking and so forth.
Second, elementary school students requested for their turn to speak, used interjections to call people, and repeated speaking certain words, in order to get a chance to speak; interrogated and designated others in order to skip their own turn, or and inserted interjections in a hesitant manner and repeated words or phrases in order to maintain their chance to talk; and accepted or rejected the conclusion in the finishing stage. In addition, as for dialogue promotion aimed at achieving the goal of dialogue successfully, the students made agreeable responses to the preceding speaker in case that the goal was information or communication, but tended to interrogate, shame or obstruct others in order to take a superior position in debates in case of discussion.
Third, as for the linguistic aspect of elementary school students, repetition was oriented towards one"s own speech as well as other"s speech; interjections were inserted very often; correction appeared usually when there are discrepancies among ordinary words, auxiliary words and/or predicates; and pause appeared when there was little time to articulate a speech. Such an aspect of
목차
Ⅰ. 서론
Ⅱ. 말하기 상황 요소에 따른 대화 분석
Ⅲ. 결론
참고문헌
ABSTRACT
Ⅱ. 말하기 상황 요소에 따른 대화 분석
Ⅲ. 결론
참고문헌
ABSTRACT
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- 휘보
참고문헌
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