지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
This study Korean language speaking area middle school experience listening to the conversation aspect investigated by the type of mutual negotiations accordingly for the purpose of education to move ahead.
The type of interactive negotiation divided into three as “the Same Experience, the Similar Experience, and the Different Experience". Same Experience, also, can be categorized into “Agreement with empathy, Additional descriptive, and Emotional connection". The Similar Experience can be categorized into Pre-experiencer"s guide, and Mediator Statement of indirect experience. The Different Experience can be categorized into Connection of independent discourse, Focus attention mode, and Intervention to judge. The result through the analysis of discourse on junior reveals some problems. The firstly, recognition of the listener, is absent. The second, experiences and emotions are separated. The third, value of subjective meaning should be not given in mental stage. The education of “Telling on Experience" is for self-reflection as the problems as upper bring to the conclusion to the lack against self-awareness and reflection.
The type of interactive negotiation divided into three as “the Same Experience, the Similar Experience, and the Different Experience". Same Experience, also, can be categorized into “Agreement with empathy, Additional descriptive, and Emotional connection". The Similar Experience can be categorized into Pre-experiencer"s guide, and Mediator Statement of indirect experience. The Different Experience can be categorized into Connection of independent discourse, Focus attention mode, and Intervention to judge. The result through the analysis of discourse on junior reveals some problems. The firstly, recognition of the listener, is absent. The second, experiences and emotions are separated. The third, value of subjective meaning should be not given in mental stage. The education of “Telling on Experience" is for self-reflection as the problems as upper bring to the conclusion to the lack against self-awareness and reflection.
목차
Ⅰ. 들어가며
Ⅱ. 이론적 토대
Ⅲ. 경험 대화에 나타난 상호교섭 양상
Ⅳ. 자아 인식을 위한 교육 방향
참고문헌
Abstract
참고문헌 (38)
참고문헌 신청
1. [기타자료] - 교육인적자원부 / 2007 / 초중등학교 교육과정 / 교육부 고시 제 2007-79호
2. [단행본] - 국어교육연구소 / 1999 / 국어교육학 사전 / 대교
3. [학술지(정기간행물)] - 김윤옥 / 2006 / 상호주관적 화법의 특성 연구 / 청람어문교육 3 (34) : 39 ~ 65
4. [학위논문] - 김정란 / 2014 / 중학생의 경험 말하기 교육 방안 연구 / 박사 / 경남대학교 대학원
5. [학술지(정기간행물)] - 류성기 / 2009 / 듣기 지도에서 상호작용식 모형 적용 방법 탐색 / 화법연구 (14) : 175 ~ 202
2. [단행본] - 국어교육연구소 / 1999 / 국어교육학 사전 / 대교
3. [학술지(정기간행물)] - 김윤옥 / 2006 / 상호주관적 화법의 특성 연구 / 청람어문교육 3 (34) : 39 ~ 65
4. [학위논문] - 김정란 / 2014 / 중학생의 경험 말하기 교육 방안 연구 / 박사 / 경남대학교 대학원
5. [학술지(정기간행물)] - 류성기 / 2009 / 듣기 지도에서 상호작용식 모형 적용 방법 탐색 / 화법연구 (14) : 175 ~ 202
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