Earticle

광고 커뮤니케이션에서는 메시지의 의미를 효과적으로 전달하기 위해 다양한 창의성과 표현전략을 구사한다. 그 가운데 복잡한 광고 메시지 생산 및 상품과 관련성이 높아 커뮤니케이션 효과가 큰 크리에이티비티로 언어전략이 흔히 사용된다. 주로 카피가 담당하고 있는 개념전달이 무엇을 말할 것인가에 해당하기 때문이다. 언어전략은 언어창의성을 발휘하는 중의성 표현으로 나타나는데, 소비자의 시선을 잡고 광고에 개입하게 만들어 의미해독을 하게 만드는 기법이다. 본 논문은 이런 언어창의성을 발휘하여 효과적으로 의미를 생산하고 소비자가 지배적인 의미를 수용하는 과정을 규명하는 탐색적 연구이다. 창의성의 체계모델과 4C 모델을 통합하여 언어창의성의 의미생성 과정과 유형은 분석했다. 그 결과 언어창의성의 효과를 획득하기 위한 카피라이팅은 일차적으로 개념을 규정하고 난 뒤, 중의성을 활용하여 표현해야 한다는 것이다. 개념은 사회 문화적인 영역의 의미를 내포하여 Big-C 수준의 창의성을 함축한다. 소비자는 중의성의 카피를 처음에는 표면 의미로 해독하고 난 뒤 카피 메시지의 중의성에 숨어있는 심층의미를 간파하게 된다. 이때 소비자는 광고 카피의 모호성과 중의성에 숨어 있는 메시지의 의도를 발견하는 기쁨을 얻게 되어 광고 선호도가 제고된다.

Advertising expresses various creativity and strategy to communicate effectively meaning of message. As it is very complex to produce message and creative process, language strategy that has high relevance of product is important. Copy mainly is responsible for concept(what to say). Ambiguity with language creativity catches customer's attention and makes them engage in advertising and make them decode meaning of advertising. This paper is experiment study of meaning production process that ambiguity effectively produces language creativity and customer accept dominant meaning. In result System model and 4 C model are integrated, to produce language creativity, at first creator has to define the concept, secondly express ambiguity. Concept includes and communicates the meaning of Big-C level with socio-cultural meaning(domain). Customer at first decodes surface meaning of ambiguity, secondly understand deep meaning and hidden meaning of copy message. At this moment customer discovers hidden intention of ambiguity and language creativity, he(she) feels fantasy of discovery and accepts creativity in advertising, level of advertising preference becomes up.

This paper examines the effect of related search word stimuli in the process of design generation. In the process of design generation, words are given as stimuli. Especially through Wonderwheel service of Google, related search words are given by 5 levels. Google search is based on the collaboration philosophy. People's participation and contribution recreate knowledge and information, so these renewed and related search words update in real time by people are used as stimuli. Two problems with related search words are given to participants. After the design concept generation the results are analyzed by the usage of related search words and those of frequency, and creativity. These are the results of the research. 1) It is an important feature that higher levels words were more found in completed and creative ideas than lower levels. 2) It is found that the usage of multi words and conjunction with higher levels and lower levels words are observed in creative results. 3) As a result, in the process of design generation usage of related search words is effective, especially in using of multi words and higher levels words.

Creativity is an important domain in music teaching and learning and also recognized as the most difficult discipline to teach. Music educators in Taiwan recently reevaluate the status of music creativity and let it take place in music teaching and learning, although “what to teach” and “how to teach” are still the problems for the teachers. Among various elements in music creativity, language plays a significant role by its unique characteristic. Chinese is known as “one word, one syllable” and belongs to the family of tonal languages therefore the intonation of Mandarin or Taiwanese usually implies intervals and melodies while inappropriate words in a melody can cause misunderstanding. From musicians’ point of view, the application of Mandarin could be a road leading to music creativity, and Kodaly approach makes a logical procedure to help music learners foster their comprehensive musicianship. From cultural context to music literacy, from part to whole, music educators start with Mandarin words and intervals, and step further to phrases in musical form, eventually achieve a complete song in music writing. Mandarin and music play a perfect match in music creativity. This paper presents step-by-step Kodaly teaching procedure in music creativity while characteristics of Mandarin are emphasized.

This paper examines literary translingualism in Chinese American writer Ha Jin’s A Free Life. Literary translingualism is the critical concept Steven G. Kellman uses and promotes to analyze the characteristics of the phenomenon of creative writers who choose to write in their adopted languages rather than their native or first languages. Multiple reasons, including political and economic necessity, ambition as writers, alienation as an aesthetic condition, cause creative writers to undertake literary translingualism. The combination of the above-mentioned reasons prompts Jin to pursue literary translingualism. In A Free Life, Jin deals with the topic of literary translingualism in close relation to his own personal struggle with the same issue through the main character Nan Wu’s life of literary pursuit in the United States. This paper specifically focuses on the relationship between the pursuit of literary translingualism and its influence on the process of one’s creativity. This issue is also closely related to the question of aesthetics. My analysis of aesthetics in A Free Life, particularly the growth of Wu’s aesthetic consciousness, also helps to explore some characteristics of Ha Jin’s ideas about his pursuit of literary translingualism. Examining literary translingualism in relation to the choice of language for literary pursuit, aesthetics, and creativity will assist us to explore not only the characteristics of literary translingualism in A Free Life but their significance in the life of Ha Jin’s literary pursuit, that is, how his pursuit of literary translingualism influences the formation of his identity as a translingual writer who works in between multiple languages.

대만은 관광산업을 통해 내수 시장 활성화와 경제 성장을 위한 노력을 끊임없이 해오고 있다. 그 노력의 결과 중 하나가 바로 타이베이 도심 한가운데 위치한 문화창의원구(文化創意園區)이다. 대만은 역사적으로 지리적 위치와 항구·항만으로서의 역할로 인해 외세의 침탈과 지배를 겪어온 곳으로 당시의 역사 흔적들이 도심 곳곳에 남아있다. 주목할 만한 것은, 이러한 흔적을 단순히 지우는 것이 아니라 원형을 그대로 보존한 채 새로운 휴양의 공간으로 재탄생 시켜 국내외 관광객을 끊임없이 유치하고 있다는 점이다. 이렇듯 정부가 나서 역사 문화유산을 보존하고, 동시에 현대의 인문 예술 분야를 지원하는 형태의 도시재생 계획은 장기적으로 도시 경쟁력을 강화하고 다양한 분야의 인재를 양성하여 사회 전체의 발전과 이익을 창출해 낼 수 있다. 무조건적인 철거와 재개발만이 도시를 변화시키고 관광객을 유치하는 방법이 아님을 대만의 문화창의원구 사례에서 명확히 보여주고 있는 것이다. 나아가 최근 급속도로 보완되기 시작한 다국어 안내 서비스를 통해 대만이 현재 주시하고 있는 관광 수요와 함께, 관광객의 다원화 및 대만 전체의 관광 활성화를 위한 움직임을 살펴볼 수 있다. 특히, 대만 교통부관광서가 사전에 계획한 바를 이른 시일 내 실행으로 옮길 수 있는 점은 대만 정부가 관광업 활성화를 위해 적극적으로 지원하고 있음을 의미하는 부분이기도 하다. 명소마다 똑같은 관광 상품을 팔고, 일률적인 서비스만을 제공하던 기존의 방식은 변화하는 관광 트렌드를 따라갈 수 없으며 관광 경쟁력을 낮출 뿐이다. 본고에서 살펴본 타이베이의 관광 전략화 사례가 산업 시장의 변화와 기타 환경적인 이유로 도태되어 가고 있는 특정 지역, 혹은 도시의 재생과 발전에 의미 있는 시사점을 제시할 수 있길 기대한다.

Taiwan has been continuously making efforts to revitalize the domestic market and recover the economy and grow through the tourism industry. One of the results of the efforts is the Cultural Creativity Part(文化創意園區), located in the middle of downtown Taipei. Taiwan has historically experienced foreign invasion, domination, and Japanese occupation due to its geographical location and role as a port. Therefore, historical traces of that time remain throughout the city. It is noteworthy that these traces are not simply erased, but are constantly attracting domestic and foreign tourists by recreating them as a new recreational space while preserving the original form. In this way, the government's urban regeneration plan, which preserves historical heritage and supports the modern humanities and arts sector, can strengthen urban competitiveness in the long run, cultivate talented people in various fields, and lead to the development of society as a whole. The case of Taiwan's Cultural Creativity Park clearly shows that unconditional demolition and redevelopment are not the only ways to change the city, increase competitiveness, and attract tourists. In addition, Taiwan's recent multilingual information service shows policies for diversifying tourists and the movement to revitalize tourism in Taiwan. In particular, the fact that Taiwan's Ministry of Tourism can immediately implement what it planned in advance shows that the Taiwanese government is actively intervening and supporting the revitalization of tourism. The case of tourism strategization in Taipei, a representative maritime city, could present significant implications for the regeneration and development of certain areas or cities that are being culled for changes in the industrial market and other environmental reasons.

본 연구는 유아의 창의성, 언어능력, 그리고 그리기 표상능력 간의 관계를 분석하고, 유아의 창의성에 영향을 미치는 예측변인을 밝히는데 목적이 있다. 연구대상은 유치원에 재원중인 만 5세 유아 159명으로 평균월령은 65.29개월이었으며, Torrance의 창의성 검사, 구문 의미 이해력 검사, 그리고 그리기 표상능력 검사도구를 사용하여 연구자료를 수집하였다. 수집된 연구자료는 Pearson 적률 상관계수와 중다회귀분석을 통해 검증하였다. 연구결과, 유아의 창의성은 언어능력과 그리기 표상능력 간에 부분적으로 상관관계가 있는 것으로 나타났으며, 유아의 그리기 표상능력의 하위요인인 ‘조화로운 구성’과 ‘다양한 색채’는 유아의 창의성에 유의미하게 영향을 미치는 예측변인으로 밝혀졌다.

The purpose of this study was to investigate the relationships among children’s creativity, language ability, and drawing representational ability. The subjects were 159 five-year-old children attending a kindergarten located in Kdo and Ssi. The mean ages of the subjects were 65.29 months. Torrence’s Tests of Creative Torrence (TTCT), ‘The Construction Meaning Comprehension Test’, and ‘The Drawing Representation Inventory’ were used in the collection of data. The study also used Pearson’s correlation and Multi-Regression Analysis to analyze the data. The results of this study are as follows. First, there was partially positive correlation between children’s creativity and language ability. Second, there was partially positive correlation between children’s creativity and drawing representational ability. Third, it was revealed that ‘harmonious composition’ and ‘diverse color’, sub-elements of drawing representational ability were found as the predictive variables that affected children’s creativity.

This study explores how complex conjunctive adverbials (CCAs) such as on the other hand, in other words, and of course developed multiple grammatical functions through grammaticalization and analogy. The adverbial function is realized through single words (adverbs) or multi-word expressions such as prepositional, infinitive, and adverbial phrases (Aarts, 2011; Aarts et al., 2014; Cinque, 1999; Huddleston, 1988; Huddleston & Pullum, 2005). A noteworthy subset, conjunctive adverbials, link clauses and express textual relations that enable transition, reinforcement, and contrast in discourse (Fraser, 1999, 2006). Despite their discourse importance, most studies have examined conjunctive adverbials from a synchronic perspective, leaving their diachronic development underexplored. This study addresses this gap by describing the grammaticalization paths through which adverbials acquire conjunctive functions. Focusing on three complex conjunctive adverbials (CCAs)?on the other hand, in other words, and of course?the analysis illustrates how polyfunctionality arises through analogy and how this process reveals the interaction among grammar, analogy, and language creativity.

The popularity of generative AIs has sparked discussion on machine creativity. Generative technology goes beyond the simple retrieval of training data to achieve proficiency at content generation. We need to take advantage of this machine creativity to enhance human creativity. Many theorists of creativity argue that combinational thinking is a prime example of creativity. In order to specify discussion, the essay brings metaphorical creativity to light, as it illustrates ideational combination. The main concern is how to leverage language models’ ability for metaphor detection and generation to boost human metaphorical creativity. Engaging poetic texts, hence, the essay proposes four practical methods to demonstrate that a dialogic feedback setting between a human user and a language model strengthens human-machine co-creativity. This AI-powered personalized learning fosters a human interactor’s ability for metaphor generation. In an epoch of paradigm shift when generative AIs play a crucial role, literature majors should not be severed from generative technology any longer to reap its benefits. This essay eventually seeks to encourage them to make effective use of AI creativity to enhance their creativity while maintaining cognitive initiative.

This paper aims to help teachers and researchers think about why and how to support creative thinking in language learning classrooms. In the literature review, potential links between creativity and the learning of English and the role of teachers in fostering creativity in language learning contexts are discussed. Next, a project focusing on creativity tasks is explored. In the project, fifteen middle school ESL students paired with fifteen pre-service teachers studying for their ESL teaching endorsements to work on three separate sets of creativity tasks. A description of the project is followed by a brief discussion of this learning environment in terms of input, scaffolding, challenge, relevance, and the four essential creative thinking skills. The paper concludes with several suggestions for incorporating creativity into language learning environments and for conducting research in this area.

Creativity has been granted national recognition as one of the crucial goals of the national English curriculum in Korea; it has also been supported by English language policy. The curriculum, therefore, should provide teachers with opportunities to enhance the creative abilities of their students, and to equip them for their future careers. The curriculum is taught by teachers in language classrooms, and the teachers’ understanding of the concept of creativity has a large influence on the development of students’ creativity and successful language learning. Given the importance of creativity in the language classroom, in this study, some suggestions for creativity development in ESL or EFL classrooms were developed from a literature review of the concept of creativity with respect to second language teaching and learning. From the literature reviewed for this article, eight suggestions were produced for language teachers, and two for educational policy makers and educational administrators. Based on the results of the study, suggestions are discussed that utilize more effective ways of developing creativity as well as language proficiency in the ESL classrooms of primary and secondary schools.

This study investigated a new writing task that utilizes drawing to elicit students’ language and original thinking. Two forms of pictures were designed and administered to 118 children. One form was conventional and consisted of completed pictures, requiring students to simply describe the pictures in writing. The other form, which was new, comprised incomplete pictures, requiring students to first draw and then describe them in writing. The descriptions were scored for originality (to represent creative thinking) and vocabulary and text length (to reflect linguistic domains). The originality scores were higher for students who were given the unfinished pictures regardless of their writing proficiency. Vocabulary diversity and text length fluency depended on the level of writing proficiency: for poor writers, these abilities were facilitated when they were given completed pictures, while for good writers, the form variation made no difference. This study highlights that to stimulate original thinking, an unfinished picture form is useful because it affords students opportunities to express unique ideas regardless of poor or good writers.

The definition of creativity has been consistently debated and argued for decades as vital by those in schools as well as in business, government, and artistic settings. This paper explores several creativity models and processes for the ultimate goal of helping professionals to better understand creativity and innovation both in language classrooms and the corporate world. In response, this paper attempts to align these models with characteristics of several technology entrepreneurs and creative language teachers. In this review, I detail the historical evolution of key aspects of creativity research and frameworks. These frameworks are then situated in the real world of creativity output. Then these issues are extended to educational pedagogy and curricula and language teaching for creativity. Procedures that language teachers can apply creativity to their language classrooms are also explored. The discussion is broadened to include some of the key issues in current creativity testing that can inform the degree of student creativity. At the end of this paper, several implications related to teaching and testing for creativity in language education are offered.

The purpose of this paper is to suggest a way of fostering primary English languagelearners(ELLs)' creativity through storytelling method based on artificial intelligence (AI)literacy. To achieve the purpose, a scoping study was conducted focused on theapplication of artificial intelligence on storytelling and to search for AI apps and toolsappropriate to improve learners' creativity through storytelling. The findings are asfollows: (1) Teachers need to help foster learners' creativity using tools such as Scratch,ACMI(Australian Centre for the Moving Image) Generator, Capzles, and SlideStory. (2) Itwas shown that big idea is important in designing lesson plans for classes based on AIliteracy. (3) Scratch, one of AI tools, enables learners to positively engage in classroomactivities and effectively foster their creativity in classes. Based on the findings, it waspresented that teachers enable learners to fill in the blank, complete the story, tell fromthe perspective of a different character, and make learner’s own story using the story of"The Roses". Also, teachers enable learners to choose parts of the elephant according totheir directions, to describe parts of the elephant according to their questions, to guessand fill in the blank, to describe what is happening in fifty words, to retell a story frommemory alone, to retell the beginning or ending of a story, to create a plot diagram, tocreate at least 2 conflicts of the story, and to evaluate a character's traits, their role inthe story, and the conflicts they experience using the story of "Six Blind Men and theElephant". It was also suggested that syllabus based on AI apps and tools should bedesigned effectively and systematically implemented for fostering ELLs’ creativity.

본 연구의 목적은 자연체험에 기초한 동시 관련 활동이 유아의 언어표현력과 언어창의성에 미치는 효과를 조사하는 것이다. 연구대상은 서울특별시에 소재한 세 개의 유치원에 재원 중인 5세반 유아 91명으로, 실험집단에 30명, 비교집단에 30명, 통제집단에 31명을 배정하였다. 사전-사후 통제집단 설계를 사용하여, 실험집단은 자연체험에 기초한 동시 관련 활동에, 비교집단은 동시 관련 활동에만 14회기 동안 참여하였다. 언어표현력의 공분산분석 결과, 통계적으로 유의미한 차이를 보여 자연체험에 기초한 동시 관련 활동이 언어표현력의 향상에 있어 효과가 있음이 나타났다. 언어창의성의 공분산분석 결과에서도, 통계적으로 유의미한 차이를 보여 자연체험에 기초한 동시 관련 활동이 언어창의성의 향상에 있어 효과가 있음이 나타났다. 본 연구결과는 자연체험을 접목시킨 동시 관련 활동이 교육현장에서 요구되는 동시수업의 다양한 확장의 일환으로 의미 있고 가능성 있는 시도임을 시사한다.

In this study, comparing the effects of poetry activities combined with experiences in nature with poetry activities alone. Ninety-one children in three kindergarten classes were assigned to experimental, comparative, and control groups. Each group participated in 14 units over a 5 week period. Analysis of covariance of differences among the mean scores of the three groups on the posttests of language expression and language creativity revealed that the children in the poetry combined with nature activities performed better than the children in the other groups. These findings confirm the superiority of using poetry activities in conjunction with experiences in nature for promoting language development.

This study aims at determining the ways in which the educational system can manifest the learner’s language creativity, by examining previous scholarship on group systems as well as on specific case studies. Examining theoretical works on this topic, this study shows that the Knowledge-Evolving Systems(KES) suggested by Jungha Kang can provide for the basic outline of a creative education. Then, by examining interviews with the ‘creative groups’ involved in the ‘Chan-jik project,’ this study establishes the status of the language creativity within this overall model. As a result, this study shows that the system of creative education operates in the appearance of the ‘individual’ and ‘social’ systems being mediated through ‘reality,’ while various elements of ‘reality’ are combined through ‘task.’ This conclusion is analogous to the ways in which the systems of ‘learner’, ‘instructor,’ and ‘activities’ operate in the education field. Seen this way, the language creativity assumes its status as the domain-universal tool of the entire system, as well as a problem of the domain-special.

본 연구는 대학생 영어의 언어적 창의성 신장을 위해 대학생 60명을 실험집단과 비교집단으로 나누어 북클럽 수준별 영어다독 활동을 적용하여 그 효과를 검증함으로 대학생 영어의 언어적 창의성 향상을 위한 방안을 제안하고자 하였다. 연구 결과 실험집단이 비교집단에 비해 영어의 언어적 유창성·융통성 향상 효과에서 다음과 같은 유의한 결과를 확인할 수 있었다. 첫째, 북클럽 수준별 영어다독 활동에서 학습자들은 자신의 영어 언어 수준에 따른 독서 활동을 다양한 장르의 영어도서로 다독한 결과 실험 집단이 비교집단보다 언어적 유창성이 높게 향상 되었다. 둘째, 북클럽 수준별 영어다독 활동 중 장르를 통제 하여 다독을 한 비교집단보다 학습자의 수준에 맞는 영어도서를 다양한 장르로 다독한 실험집단이 언어적 융통성 향상에 보다 높게 나타났다. 마지막으로 실험집단과 비교집단의 다독양을 영어독서능력의 증가율과 비교해 보았을 때 영어독서를 많이 하면 할수록 영어독서능력 향상에 긍정적인 영향을 미치는 것을 알 수 있었다. 본 연구는 외국어인 영어일지라도 다양한 장르의 북클럽 수준별 영어다독 활동을 통해 영어의 언어적 유창성과 융통성이 향상 될 수 있음을 검증하였으며, 그동안 대학생에게 요구되어지던 주입식 원서교육이나 고난위도의 영어교육은 지양하고 대학생에게도 영어의 언어적 창의성을 향상을 위해 북클럽의 수준별 영어 다독 활동과 같은 방안이 고려되어져야 함을 제안하며 추후 연구에서는 북클럽 수준별 영어다독 활동이 영어의 언어적 유창성과 융통성외의 다른 창의성 구성요소들에 어떠한 영향을 미치는가에 대한 연구를 확대할 필요가 있음을 제언한다.

The purpose of this study was to explore the effects of using a book club's differentiated levels for an extensive English reading program on university students' language creativity. In order to accomplish this purpose, the program was applied to the two groups. The experimental group read texts with various topics and genres within their level in regular club meetings. The results of the study are as follows: First, the experimental group showed statistically significant improvements in language fluency by reading many kinds of different stories. Second, the experimental group showed a higher improvement in language flexibility than the control group. Third, it was shown that the more improvement was shown from students who read over 20 books, which means it became more positive toward language creativity through the extensive readings of various topics and genres. Based on the research results above, I suggest the future research experiments should focus on the book club's differentiated levels English reading program for language originality and other creativity factors needed.