Earticle

이 연구는 한국어 학습자의 문화 간 의사소통 능력 향상에 필요한 한국어 말하기 전략의 교육 방안을 마련하는 데 목적이 있다. 문화 간 의사소통이란 서로 다른 문화가 대면하는 상황에서 의사소통 참여자가 서로 상호작용하면서 실시하는 의사소통을 말한다. 의사소통에서 서로 다른 문화가 작용할 때 이문화에 대한 이해와 이를 처리할 수 있는 전략을 사용할 수 없으면 갈등이 유발된다. 그러므로 서로 다른 문화의 작용으로 인해 갈등이 유발될 때 이를 극복하면서 성공적으로 의사소통하기 위해서는 문화 간 의사소통 능력이 필요하다. 본고에서는 말하기에서 문화 간 의사소통 능력을 향상시키기 위해서는 문화 간 의사소통 단계에서 활용될 수 있는 말하기 전략 교육이 필요하다고 보았다. 이를 위해 먼저 문화 간 의사소통 단계를 ‘발견-지식 활성화-해석-조절’의 단계로 이해하고 말하기 전략은 특히 ‘조절’ 단계에 적용할 수 있다고 보았다. ‘조절’ 단계에서 학습자는 한국 문화에 맞추어 발화하거나 혹은 대화 상대자와 협상을 시도하는 말하기 전략을 사용할 수 있다. 이와 같은 전략 사용 능력을 바탕으로 문화 간 의사소통 능력을 신장하기 위한 ‘도입-분석-설명-토론-적용-마무리’의 수업 모형을 제안하였다.

The purpose of this study was to suggest suitable methods for teaching Korean speaking strategies to improve Korean learners’ intercultural communicative competence. Intercultural communication refers to communication between participants interacting with each other when different cultures come into contact with each other. When people from different cultures communicate, a lack of understanding of the basic cultural differences influencing intercultural communication can result in miscommunication or conflict in communication. Therefore, intercultural communicative competence is needed for successful communication between cultures. This paper posits that speaking strategy education, which can be used in intercultural communication, is necessary to improve intercultural communicative competence in speaking. Intercultural communication is understood as comprising the stages of “Discovery- Knowledge Activation-Interpretation-Adjustment.” Speaking strategies can be applied especially at the “Adjustment” stage, when Korean learners can use speaking strategies in accordance with Korean culture or by attempting to negotiate with their interlocutors. Based on the students’ ability to use speaking strategies, the teaching model of “Introduction- Analysis-Explanation-Discussion-Application-Finishing” can be used in Korean language education to enhance intercultural communicative competence.

The present research explored the effect of Chinese university students’ oral test anxiety and speaking strategy use on their oral English performance. 1697 university students answered the 19-item Achievement Test Anxiety Scale and the 32-item Oral Communication Strategy Inventory (OCSI) (speaking part) in study 1. In study 2, 493 university students answered the 25-item Oral English Test Anxiety Scale and the OCSI immediately after they had finished the oral English proficiency test. The major findings are: (1) although the respondents generally perceived test anxiety to be more facilitating than debilitating, oral test anxiety did exist during the oral English test and significantly debilitated their test performance, (2) more proficient students tended to be significantly less anxious during the oral test; (3) the participants used speaking strategies to varying degrees during the oral English test, and more proficient students tended to use more effective speaking strategies significantly more frequently; (4) speaking strategies both enhanced and debilitated students’ oral test performance; and (5) oral test anxiety was significantly correlated with the use of different categories of speaking strategies.

This study examined the effects of input- and output-based planning on Korean college students’ communication strategy use and speaking anxiety. Two groups of 84 Korean female college students (n=168) have participated in the study, with one group performing reading activities, and the other performing writing activities prior to speaking tasks. The findings of the study indicate that the two groups did not show any meaningful differences in their overall communication strategy use. However, significant differences were found between the groups in light of social-affective strategies and meaning negotiation strategies. Particularly notable is that these strategies were utilized to a greater extent by the writing group, compared to its counterpart, i.e., the reading group. In contrast, the effects of different types of planning were found to be nonsignificant for speaking anxiety. In other words, both groups showed similar levels of speaking anxiety, regardless of planning conditions, although their anxiety decreased over time as a result of strategic planning. These findings bear meaningful implications for the role of strategy training for language learners and for the importance of creating optimal conditions to maximize effectiveness of learning.

The research of communication strategies has been conducted over three decades. A considerable amount of studies have focused on the identification and classification of communication strategies. However, there has been relatively a small amount of research on the relationship of communication strategy use, types of task, and strategy instruction effect. This study examines how strategy-based instruction could affect Korean EFL college-level students' English speaking abilities and their strategy use in relation to two speaking task types. A total of 81 students participated in the research, and they were divided into the experimental group who received the strategy instruction and the control group who had no strategy instruction. The results showed that both control and experimental groups have significantly improved their speaking proficiency in terms of their overall speaking performance. However, when their speaking abilities were compared by subscales, such as accuracy, fluency and pronunciation, significant differences were found in the accuracy and fluency areas on the picture description. The findings also revealed that the strategy instruction positively influenced the students' use of the speaking strategies, and their strategy uses were somewhat different from the task type. Theoretical and pedagogical implications are discussed.

이 논문에서는 외국학생들이 한국어를 배울 때 통 문장암기방법과 짝 활동이 말하기능력향상에 효과가 있는지를 알아보고자 했다. 먼저 통 문장암기방법에 대한 효과를 다루고 있는 논문의 선행연구를 살펴보았고, 이 연구에서 활용한 학습자의 활동은 주로 외국학생끼리 짝 활동이므로 이에 대한 방법을 설명하였다. 이 활동은 수업시간에 학습자의 한국어 사용빈도를 높이고자 시도했고, 동시에 학습자간에 지속적인 학습을 서로 돕도록 의도했다. 이 융합교수접근법에 힘입어 수업시간에 학습자들의 한국어 활용빈도가 크게 향상되었다. 이는 각 짝을 중국학생과 베트남학생으로 구성하였기 때문에 학습자들은 한국어를 사용할 수밖에 없었기 때문이었다. 이 활동을 통해 학습자들은 서로 격려하고 도움을 줌으로써 외국어학습을 지속적으로 하게하는 동기부여나 힘을 얻을 수 있었다고 설문과 인터뷰에서 밝혔다. 특히 설문조사에서 학생들은 이 융합교수법에 대해 참여 학습자 거의 모두가 만족했음을 보여주었다.

This paper is aimed at finding whether foreign students' Korean speaking skills can be increased or not through memorizing whole Korean sentences and pair works. First, the advance studies on the effects of this teaching method were surveyed. Second, the activity of this study was mainly pair works with foreign students, so how to do this activity was described. This activity was intended to help each other with keeping study and correcting errors while drilling in class. Thanks to this convergence teaching approach the students’ frequency of target language, the Korean language was dramatically increased, and their motivation and energy were brought from this activity. They have to do communications with each other because each pair was made of one Chinese and one Vietnamese. They have no choice but to use Korean in communication. Finally, the questionnaire and interviews also showed that almost all of the students were satisfied with this convergence teaching approach.

Sung, Jiyeon. 2014. A Study on Strategy Instruction for Improving Speaking Skills: Focusing on Chinese Learners of Korean Language. The Language and Culture 10-1: 101-125. This study aims to investigate Chinese learners’ strategy using patterns and to discuss a strategy instruction as an educational treatment to solve the lack of speaking skills of them. First, this study adapted SILL to the Korean language situation and analyzed the strategy using patterns of Chinese learners lacking speaking skills. Learners frequently used metacognitive strategies and social strategies, compensation strategies and other strategies more than three points in a five-point scale evenly. When individually analyzed the list of strategies used, however, those are found that the students mainly use passive strategies like listening or observing, they insufficiently use the strategies to find a new language source of one’s own interesting and they do not tend to create the opportunity to communicate with others through strategy use. After identifying the problems of using strategies, part of strategic items were selected to correct them, this study suggested that teaching strategies should be explicitly integrated into a language class and the effectiveness of this class experimented. In this experiment, the following results were obtained: 1) Speaking assessment results before and after the experiments showed that strategic training group improved scores more than control group. 2) Because it is the first time to introduce language strategies into the class and it needs time for strategic instruction, experimental group didn’t learn as many grammatical and vocabulary items as control group. 3) Experimental group learners had a positive response to learning strategy instruction and also tried to be active outside of the classroom. (Korea University)

The current study analyzes learners’ beliefs and speaking-strategy use in L2 English learning, mainly focusing on Korean college students. One-hundred fifty-four participants were assigned to high-, medium-, and low-level groups based on their English proficiency. For the study, three questionnaires were conducted: a background questionnaire, a Learners’ Beliefs about Language Learning questionnaire, and a Speaking Strategies for Language Learning questionnaire. The findings of the study indicate that there are significant differences between the high- and low-level groups, as well as between the medium- and low-level groups in terms of learners’ beliefs: the difficulty of language learning, the nature of language learning, learning and communication strategies, and motivation and expectation. This study also reveals that significant differences were laid among the three groups as to the use of speaking strategies. In addition, there were correlations between the learners’ beliefs and speaking strategy use in L2 English learning. Based on the results, the pedagogical implications are addressed as suggestions on how language educators can implement these findings into L2 instruction.

(Purpose) It is important to achieve good oral communication skills when learning English as a foreign language (FL). It has been, however, found that FL anxiety can be one of the obstacles to learning English as a communicative language. Speaking publicly in a FL compared to other aspects of FL has shown to be particularly anxious for FL learners. It also has been found that learners with low language anxiety use effective learning strategy more often. Thus, the purpose of this study was to investigate the relationship between English speaking learning strategy and speaking anxiety. (Design/methodology/approach) 144 college students participated in the survey of this study. We used a Public Speaking Class Anxiety Scale to measure English speaking anxiety level of students and revised version of the Strategy Inventory for Language Learning to measure students’ strategies for learning English speaking. (Findings) This study has shown that as students used memory and cognitive learning strategy more, their self-rated English proficiency and self-rated English pronunciation ability increased and the English speaking anxiety of learners decreased. We also found that motivation to improve English proficiency and exposure to English media moderated the mediating relation between speaking learning strategy and English speaking anxiety. (Research implications or Originality) The findings imply that it is important to use proper learning strategy for English speaking effectively to reduce English speaking anxiety. Therefore, it is necessary to develop English speaking learning system in VR environment to reduce English speaking anxiety by increasing learners’ effective use of learning strategy, learners’ confidence and experiences using English media.

This research aims to study the effectiveness of a proposed strategy for the development of Arabic speaking skills, focusing on Korean learners who are beginning in learning Arabic. By discovering the difficulties faced by Korean learners, and analyzing the mistakes committed by these learners while learning, as well as comparing the Arabic and Korean language systems and identifying similarities and differences between the two languages. Then how to overcome these difficulties using different effective teaching methods. And the research suggests the effective educational strategy based on the entrance to the language interview to develop the skills of speaking Arabic among Korean students at the beginner level, and evaluation of Arabic language textbooks in the light of the cultural criteria.

Although it is claimed that strategy use is one of the constructs of academic proficiency assessed in the TOEFL iBT, it is not realised in the scoring rubrics. This study was therefore designed to discover whether strategic competence is evidenced under both TOEFL iBT test conditions and classroom conditions, and whether strategy use in the test is similar to that in academic classrooms. The findings provide evidence to assist the evaluation of the validity claims made by the test designers. In this study learners were asked to undertake parallel tasks under test and classroom conditions. Strategic competence under both conditions was assessed by using stimulated recalls in which students verbalised their use of strategies upon completion of each task. Performance data was then analysed to identify the strategy use verbalised by the students. This triangulation of data makes the study methodologically novel in strategy research, providing greater internal validity to the findings. The study discovered that 84% of strategy types used under the test condition were also used under the classroom condition. While classroom-specific strategies were found where human interlocutors were involved, the percentage was so low as not to be a major cause for concern.

This study investigates the frequency of notetaking strategy use by EFL learners and further examines the relationships between notetaking strategy use, listening comprehension, and integrated speaking performance. EFL learners participated in a quasi-experimental study over one semester. All participants received instruction and practice in five categories of notetaking strategies. They completed pre- and post-tests that included listening comprehension and integrated speaking tasks. The results showed that notetaking strategies in the reviewing category were the most frequently used. The use of notetaking strategies in the general category was moderately related with improvement in listening, but no relationship was found between notetaking strategy use and the improvement of integrated speaking performance.

본 연구의 목적은 자연과학공학 분야를 다루는 특수목적영어 교양교과에 융복합 교수학습모형을개발 적용하고 그 교육적 시사점을 논하는 데에 있다. 본 모형은 복잡한 자연과학공학 개념을 외국인학습자에게 설명하는 과정에서 적절한 영어 말하기 전략을 선택 활용하도록 하여 영어 학습자의 의사소통 역량을 향상시키는 데에 목표를 둔다. 참여자는 실험반 16명, 통제반 18명, 융합 파트너 교과의외국인 학습자 10명으로 구성되었다. 융합 교수학습 모형은 교실 내 말하기 연습과 토론을 토대로, 외국인 화자와 총 2회(각 50분) 융합 과업을 통해, 최근 뉴스, 한국 문화 저널, 교과 학습 내용을 설명, 이해, 공유하는 활동을 수행하고 자기 평가서를 작성하는 절차로 이루어졌다. 영어 말하기 전략 사용과자기조절 영어 동기 사용 자기 평가서는 융합 과업 전후로 2회 반복측정하였다. 자기 평가서 분석결과, 말하기 전략과 말하기 동기 4 요인 모두에서 두 집단 모두 유의미한 향상이 나타났다. 이는매주 업데이트 되는 최근 뉴스와 학습내용을 바탕으로 지속적인 토론을 수행한 결과로 해석된다. 집단간 비교에서는 실험반이 교실 활동에서 더욱 적극적으로 교우들과 영어로 의사소통하였고, 영어 화자와의 교류를 시도하려는 행동 변화가 관찰되었다. 반면, 통제반에서는 자신의 말하기 오류로부터 학습하려는 태도와 상대방 이해 확인 전략의 사용이 실험반의 유의미한 향상에 비해 두드러졌다. 또한 다양한방법으로 말하기를 향상하려는 노력은 자기주도성 측면에서 긍정적이지만, 융합 과업 경험이 부재한상황에서 스스로 말하기 역량을 보완하려는 방향으로 나타난 결과로 볼 수 있다. 두 집단 모두 말하기전략과 자기조절 말하기 동기 간의 유의한 상관과 예측력이 확인되었으나, 실험반에서 68%의 예측력을안정적으로 유지하며 말하기 전략과 말하기 동기 결속이 강화된 반면, 통제반은 약화되는 경향(58%→ 36%)을 보였다. 질적 분석에서 학습자들은 융합 과업을 통해 말하기 불안이 감소하고 실제 영어 대화경험이 늘어났으며, 즉흥적 의사소통 상황에 적응하는 능력과 자기주도적 학습 태도가 향상되었다고보고했다. 더불어 다양한 문화와 사회 문제를 영어로 탐색하고 토론하는 경험을 통해 세계 시민성및 포용적 태도가 확장되었으며, 외국인 학습자와의 교류를 통해 정서적 친밀감과 관계 형성을 경험했다고 응답했다. 이러한 결과는 단순한 영어 말하기 연습을 넘어 문화적 이해, 소통 경험, 자기 인식의확장으로 이어지는 자기주도적 순환적 학습 경험이 촉진되었음을 시사한다.

This study aims to develop and apply a convergence-based instructional model for an English for Specific Purposes(ESP) course in science and engineering within a general education context and to examine its pedagogical implications. The goal was to enhance English communicative competence by practicing speaking strategies while explaining complex scientific concepts to international peers. Participants include 16 students in the experimental group, 18 in the control group, and 10 international students as learning partners. The model integrated classroom discussions with two 50-minute intercultural sessions using current news, cultural topics, and course content, followed by self-reflection. Speaking strategy use and self-regulated speaking motivation were measured twice, before and after the tasks. Results showed significant improvement in both groups, likely supported by consistent discussions integrating weekly news and course themes. Comparing the two groups, the experimental group displayed stronger engagement in classroom and a behavioral shift toward initiating interaction with English speakers, whereas the control group showed gains in learning from speaking errors and confirming interlocutor’s understanding. In addition, the control group made efforts to improve speaking through various means, which can be seen as positive in terms of learner autonomy, but these efforts also appear to reflect attempts to compensate for their speaking competence in the absence of a convergence-based task experiences. Correlation and regression analyses showed more stable links between strategy use and motivation in the experimental group(68%), whereas the control group showed a decline over time(58%→36%). Qualitative reflections indicated reduced speaking anxiety, increased real English interactions, improved adaptability to spontaneous communication, and enhanced self-regulated learning. They also reported broader cultural awareness, growth in global citizenship, and emotional connection with international peers. These findings suggest that convergence-based ESP instruction promotes communicative and intercultural competence as well as self-directed, cyclical learning that promotes personal and cultural growth.

Mary Shelley's writing based on the relationship with her mother is correlated to the theories of Hlne Cixous and Luce Irigaray. Their primary concern is the female body, so they urge women to write about themselves, recovering their bodies buried as a dark continent, and therefore establish their subjecthood. To accomplish this, it is necessary for women to have affirmative relationships with their mothers. Mary Shelley's writing realizes this feminine writing in the narrative form as a concentric circle of Frankenstein. Basically, Frankenstein's narrative form is a series of letters sent to Mrs. Sarville by her brother Robert Walton. In these letters Victor Frankenstein's and the monster's stories are included. In addition, just as Victor's story contains Elizabeth's letters, monster's story does Safie's and Felix's correspondences. In this way Frankenstein is composed of letters within letters. The epistolary structure of Frankenstein shows a characteristic of feminine writing in that it supposes mutual and close relations between sender and receiver. Besides delivery of information, these letters function as the three narrators' autobiographies. Autobiography contains direct and actual experience of the writers from their real lives, and it can arouse reader's sympathy more easily than other literary genres, as is seen in the monster's autobiographical tale. Victor's and Walton's narrations also contain their personal histories which are persuasive as well. In short, with these three narrators' first­person narrations, Mary Shelley's writing is very close to speaking. Writing in the form of speaking is one of the characteristics of feminine writing, whose purpose is to make women's bodies heard and written. Like this speech-like writing is Mary Shelley's strategy and she succeeds in female writing of her own way.

본 연구는 한국어 초급 교재에 나타난 말하기 전략의 유형과 유형별 빈도를 검토하여 말하기 전략 제시 양상을 분석하는 데 그 목적이 있다. 기존의 선행연구들이 말하기 단계의 전략만 집중적으로 검토하였다는 점에서 본고는 말하기 과정에 따른 말하기 전략을 살펴보았다. 연구 대상은 일반 목적 한국어 교재로 선정하고 말하기 활동 및 과제에 제시된 말하기 전략을 분석하였다. 이에 먼저 말하기 활동 및 과제를 ‘말하기 전-말하기 중-말하기 후’로 말하기 단계에 따라 구분한 후 각 단계별 말하기 전략 제시 양상을 검토하였다. 말하기 전략 제시 양상은 교재, 말하기 단계, 말하기 전략의 유형에 따라 정리하였다. 분석 결과에 따르면 한국어 초급 교재에 제시되는 말하기 전략은 빈도가 낮게 나타났으며 주로 말하기 전 단계에 집중되어 있다. 제시되는 말하기 전략의 유형도 제한적이다. 따라서 한국어 초급 교재에 말하기 과정에 따라 말하기 전략이 제시되어야 하며 말하기 전략의 빈도가 다양하게 구현되어야 한다는 것을 파악하였다. 그리고 말하기 전략의 유형도 다양해져야 한다는 점도 알 수 있었다.

This study set out to review the types of speaking strategies and their frequencies in Korean language textbooks for beginners and analyze the patterns of presenting a speaking strategy. Observing that previous studies focused on the review of strategies only at the speaking stage, the present study looked into speaking strategies according to the speaking process. The object of research included textbooks for general-purpose Korean with the analysis of speaking strategies provided as part of speaking activities and tasks. Speaking activities and tasks were divided according to the steps of speaking from “pre-speaking through during-speaking to post-speaking” and the patterns of presenting a speaking strategy was reviewed by the step. These patterns were arranged according to textbooks, steps of speaking, and types of speaking strategies. The analysis results show that speaking strategies were in low frequency in Korean language textbooks for beginners and usually concentrated on the pre-speaking step. The types of speaking strategies provided were also limited. These findings raise a need to present speaking strategies according to the speaking process and materialize the diverse frequencies of speaking strategies in Korean language textbooks for beginners. It is also required to diversify the types of speaking strategies.

This study examined if and to what extent Korean middle school students’ speakinganxiety was associated with their communication strategies and speaking taskpreferences. In a survey conducted with 224 middle school students, the students withhigh levels of anxiety displayed lower levels of task preferences while using morecommunication strategies than their counterparts. As to the relationship among thethree variables, the study found positive correlations between two kinds of speakinganxiety (communication apprehension, fear of negative evaluation) and two types ofstrategy (reduction strategy, achievement strategy). In contrast, negative correlationswere noted between the two kinds of speaking anxiety and preferences for three typesof tasks (presentation, practice, production task). Interestingly, the reduction strategywas negatively correlated with task preferences, whereas the achievement strategy waspositively correlated with task preferences. In addition, the findings from the multipleregression analysis indicate that communication strategy predicted learner preferencesfor all the three task types. The findings suggest that teachers should provide speakingtasks learners prefer, and help them use achievement strategies while performing tasks.

This study aims to investigate Chinese learners’ strategy using patterns and to discuss a strategy instruction as an educational treatment to solve the lack of speaking skills of them. First, this study adapted SILL to the Korean language situation and analyzed the strategy using patterns of Chinese learners lacking speaking skills. Learners frequently used metacognitive strategies and social strategies, compensation strategies and other strategies more than three points in a five-point scale evenly. When individually analyzed the list of strategies used, however, those are found that the students mainly use passive strategies like listening or observing, they insufficiently use the strategies to find a new language source of one’s own interesting and they do not tend to create the opportunity to communicate with others through strategy use. After identifying the problems of using strategies, part of strategic items were selected to correct them, this study suggested that teaching strategies should be explicitly integrated into a language class and the effectiveness of this class experimented. In this experiment, the following results were obtained: 1) Speaking assessment results before and after the experiments showed that strategic training group improved scores more than control group. 2) Because it is the first time to introduce language strategies into the class and it needs time for strategic instruction, experimental group didn’t learn as many grammatical and vocabulary items as control group. 3) Experimental group learners had a positive response to learning strategy instruction and also tried to be active outside of the classroom.

김승희 시에서 ‘여성시’의 전략이 변화하는 과정을 살피는 것은 한국 여성시사의 진화과정을 살피는 데 좋은 참조가 된다. 이 글은 김승희의 첫 시집 『태양미사』로부터 1980년대에 출간된 『왼손을 위한 협주곡』, 『달걀 속의 생』, 『미완성의 연가』에 이르는 시집들을 살핌으로써 ‘여성을 말하지 않는 여성시’로부터 ‘자기 자신을 윤리적으로 점검하는 여성시’에 이르기까지, 그녀 시에 나타난 여성적 발화의 특징을 추출하고자 하였다. 1980년대의 여성주의 시가 수난자로서 여성의 고통을 고발하는 데 주력했다면, 고통을 토로하는 자신의 말하기를 성찰하는 비판적 자의식을 품고 있는 김승희의 발화법은 여성적 말하기의 다양한 양태를 증명함은 물론 그것의 윤리까지 점검하는 여성시의 새로운 영역을 개척한 것으로 평가될 수 있다. ‘여성=민중’으로서의 정체성을 확고히 드러낸 고정희의 시와, 전복적 언어의 극단을 실험한 김혜순의 시가 이러한 김승희의 시와 함께 읽힐 때, 1980년대 여성시의 성과는 더욱 분명해질 수 있다. 나아가 이러한 독해는, 2000년대 이후 여성성이 과잉담론화함으로써 ‘여성작가는 있으나 여성문학은 없어진’ 역설적 현상을 돌파하기 위해서도 유용한 참조가 된다.

The process of changing the strategy of women's poetry in Kim Seung-hee's poem is a good reference to look at the evolution of Korean women's poetry. This article examines the characteristics of feminine utterances in Kim Seung-hee's early poetry, from ‘woman's poetry not telling women’ to ‘woman poetry checking ethically’. The 1980s' poem of feminism focused on accusing women of suffering as sufferers, Kim Seung-hee's utterance of self-critical and self-reflection reflects the various aspects of female speech, It is evaluated that it has pioneered a new field of women's poetry that checks the ethics of women. The achievement of women's poetry in the 1980s will become clearer when Kim Seung-hee compared with Kim Hye-soon, who experimented the extreme of subversive language and Ko Jung-hee, who unveiled his identity as ‘woman=people’. Furthermore, this reading is a useful reference to break through the paradoxical phenomenon that ‘female writers are present but women's literature is lost’ by the excessive discourse of femininity since the 2000s.

본 연구는 노동신문의 ‘산림복구전투’에 나타난 담론 전략을 분석함으로써 노동신문의 다층적 역할과 위상을 재고찰해 보았다. 북한 정권의 의도와 전략을 염두하면서 ‘말하기’와 ‘숨기기’를 함께 분석하였다. 2015년부터 2024년까지 10년간 ‘산림복구전투’ 정책 관련 기사 1,074건을 분석 대상으로 삼았다. 이론적 토대 로는 푸코의 지식-권력 관계와, 정부가 정책을 실현하기 위해 활용하는 자원을 유형화한 크리스토퍼 후드의 NATO 모형을 활용하였다. 숨기기 전략 분석을 위해 자유아시아방송(RFA), 데일리NK 기사 및 북한이탈주민 인터뷰를 보완적으로 활용하였다. 분석 결과, 노동신문은 시기별로 애국 서사와 총동원 구호를 통한 대중동원, 양묘 기술과 조림 실무 등 실무 지식 제공, 법령 공시와 포상 제도를 통한 제도화라는 말하기 전략을 구사하였다. 이는 재정 자원이 제한된 조건에서 정보·조직·인적 자원을 극대화하는 북한 정권의 통치 전략과 연결된다. 땔감 부족, 묘목 미보장, 형식주의적 나무심기, 산림감독원과 주민의 충돌 등 주민들의 생존 현실은 담론의 외부로 배제되었다. 본 연구는 노동신문을 선전 도구나당 정책을 파악하는 창구로만 보는 시각을 넘어 선전선동과 지식 제공, 말하기와 숨기기가 층층이 겹쳐 작동하는 혼종적 공간임을 밝히고자 하였다.

This study aims to reexamine the multi-layered roles and positioning of North Korea’s Rodong Sinmun through an analysis of the discourse strategies embedded in its coverage of the “Forest Restoration Campaign”. A total of 1,074 articles related to the policy, published over the ten-year period from 2015 to 2024, were selected as the primary data for analysis. The theoretical framework draws on Foucault’s concept of knowledge-power relations and Christopher Hood’s NATO model, which categorizes the resources governments deploy to implement policy. The study takes an integrated approach, examining both the speaking strategies and the silencing strategies of the Rodong Sinmun. Radio Free Asia and DailyNK articles, along with interviews with North Korean defectors, were utilized as supplementary sources for the silencing strategy analysis. The findings reveal that the Rodong Sinmun employed distinct speaking strategies across different phases of the policy: mass mobilization through patriotic narratives and total-mobilization rhetoric; provision of practical knowledge encompassing nursery technology and afforestation techniques; and institutionalization through legal proclamations and award systems. These strategies are directly linked to the North Korean regime’s governing logic of maximizing informational, organizational, and human resources under conditions of severe financial constraint. Meanwhile, the lived realities of residents?fuel shortages, lack of seedling provision, formalistic tree-planting, and conflicts between forestry inspectors and citizens?were systematically excluded from the discourse. This study seeks to move beyond the binary view of the Rodong Sinmun as either a propaganda tool or a channel for party policy, demonstrating instead that it functions as a hybrid space where propaganda and knowledge provision, speech and silence, are intricately layered. Reading the Rodong Sinmun with attention to both what it says and what it does not say allows it to serve as a more three-dimensional window onto North Korean society.

第2言語のコミュニケーション能力において当国家に滞在した経験があれば、当国家に行く年齢が若いのと、滞在期間が長いほうが良いと言われる。本研究の目的は国内の日本語学習者達を対象に当国家に滞在経験がなくても成功的に日本語の聞く·話すを習得していく学習者達に注目して学習戦略と学習方法を考察しようとした。その結果思春期の以降に第2言語を正式に始まり、韓国で滞在しながら継続に理解可能な入力を受けつつ、毎日当言語の使用環境にされ、学習者自ら強力な動機付けを受けながら目標を達成するために日常生活の中で学習活動をしようと一所懸命努力したのが重な原因だったと見られる。

본고는 의사소통 역량 함양을 위한 대학 교양 수업의 전략으로서, 기호학적 구조를 기반으로 한 다매체 텍스트 독서와 말하기 방법을 논의했다. 의사소통 능력은 지식정보 기반 사회에서 중요한 업무능력으로 평가받는다. 이에 대학에서는 다양한 교과, 비교과 수업에서 읽기, 쓰기, 말하기 활동을 통해 자신의 사유를 원활하게 표현할 수 있도록 돕고 있다. 특히 대학 교양교육은 모든 학생이 어떠한 상황에서든지 적용이 가능한 의사소통 방법론을 제공하기 위한 방법을 모색하고 있는 중이다. 의사소통 방법론의 일환으로 본고는 몇 가지 대상과 사유를 제안한다. 우선, 소통의 매개이자 세계를 읽는 배경으로서 다매체 텍스트의 이해를 제안한다. 여기에서 텍스트는 읽기 활동에서의 대상, 말하기 활동에서의 논제 등을 의미한다. 다매체 텍스트 이해의 과정에서 발견되는 문화기호학적 공통점은 계열체적, 통합체적 구조이다. 근본적으로 문학에서의 은유와 환유적 사고가 계열체적 통합체적 구조론과 유사하다. 이러한 구조에는 근본적으로 이항대립의 원리가 숨겨져 있다. 대립의 기준이 되는 요소를 파악하고 내용을 구조화해 텍스트(논제)를 이해하는 과정 속에서 발생하는 인지 부조화는 스피치 상황에서 청자를 사로잡는 역할을 한다. 텍스트 내적으로 존재하는 이항대립적 구조와, 텍스트 외부에서 발생하는 생산자와 소비자, 작자와 독자, 화자와 청자 사이의 비교와 의미의 조율 속에서 의사소통은 활자로 고정된 의미를 초월해 사유와 상상의 공간으로 침투한다. 이러한 과정을 기호학적으로 증명하고 그 실제를 확인하는 수업은 학습자의 의사소통에 자신감을 부여하고 의사소통 전 영역에 긍정적 시너지를 줄 수 있을 것으로 기대된다.

This study discussed reading and speaking methods for multimedia texts based on the semiotic structure as a strategy for liberal arts classes at a university in communication capacity building. This study checked the structure of various media through paradigmatic and syntagmatic approaches, which are the principles of literary imagination and showed the process of leading this to expressions such as discussion and speech. Metaphoric and metonymic thinking that change one object into another object for understanding. The thinking in which a text or subject in a speaking situation is split by the principle of difference, that is, into the structure of binomial confrontation, and the element of each part is replaced or reassigned, creates momentum to expand the meaning of the text in the reading situation and to stimulate and expand the listeners’ cognition in the discussion and speech situations. For the expansion of communication ability, this study visualizes the process of thinking like this by instrumental and structural approaches and checks the possibility that they can stretch themselves from passive consumers of the text to the producers of active means. Through this, it is possible to put aside the fear of the communication process felt by the learners and develop the ability to think and express systematically.