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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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This study examines the possibility of poetry reader’s use of interpretative vocabulary as a method of organizing his/her thoughts systematically. The core interpretative vocabulary is premised to be more signigicant than classificatory vocabulary or low level-interpretative vocabulary in literary interpretation since it assumes a role for organizing and managing overall interpretation. This study discusses the feature of core interpretative vocabulary as follows：simultaneous relation to internal and external literary world, selective embodying of interpretational possibilities, embrace of the other in interpretative community.
And reviews how literary-classroom readers make use of interpretative vocabulary to check on a possibility and limit of utilizing interpretative vocabulary. The classroom readers tried to impart a his/her own meaning to the poem with active imagination rather than just describe a letter of the poem. But lack of close reading can be pointed out as a limit, so this study suggests that classroom reader’s interpretation should be guided to accord with overall poem text and to have a ground acceptable in interpretative community.
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