학부 셰익스피어 강의와 문체론적 연구

• 영문명: Stylistic Approaches to the Teaching of Shakespeare in Undergraduate Classroom: A Case Study of King Lear, Act 1, Scene 1
• 발행기관: 한국영미문학교육학회
• 저자명: 김태원(Tai-Won Kim)
• 간행물 정보: 『영미문학교육』영미문학교육 제17집 1호, 55~80쪽, 전체 26쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2013.03.30

영문 초록

Quite a few attempts have recently been made to renovate the curriculum of undergraduate Shakespeare and improve its teaching methods in the Korean context of higher education. Most of those efforts, however, have concentrated on visual materials and theatrical components which are expected to lessen the anxiety of students and to stimulate their motivation of learning. While recognizing the values and benefits of introducing visual materials and theatrical components to the teaching of Shakespeare, I would suggest that more energy should be put into helping students develop a linguistic and cultural sensitivity to the language of Shakespeare and that stylistics or literary linguistics could come in handy to augment students’ understanding of language and literary features. By focusing on the opening scene of King Lear, this paper attempts to demonstrate how useful a stylistic approach could be pedagogically in undergraduate Shakespeare classes. I attempt to analyze the chosen scene by drawing upon three different linguistic features−the usage of comparative and superlative, the alternation of thou and you, and the issue of face with turn-taking and recognition−which styliticians often take seriously for the analysis of literary texts. Those linguistic features, I claim, are very dexterously deployed in Shakespeare’s scene to the degree of generating theatrical excitement and denoting thematic significance. With such a stylistic analysis of one scene from Shakespeare’s oeuvre, I would strongly suggest that we need to make our students be more familiarized with stylistic knowledge and tools and thus apply them to their critical reading of Shakespeare’s texts. Teaching Shakespeare from the perspective of stylistics does not deny the value of employing theatrical and visual elements, but rather tries to turn them into more effective complementaries to literary studies by aiming at learners’ augmented sensitivity of language.

목차

I. 학부 셰익스피어 강의와 문체론

II. 비교급과 최상급(comparative and superlative)의 사용

III. 인칭 대명사(thou/you)의 용례

IV. 말교대, 체면, 그리고 인정욕구

V. 나가는 말

인용문헌

Abstract

키워드

문체론 문학적 언어학 인지시학 『리어왕』 담화 비교급/최상급 대명사 용법 이인칭대명사 thou/you 체면 인정 Stylistics literary linguistics cognitive poetics King Lear discourse comparative/superlative use of personal pronouns thou/you face-saving recognition