화법 교실에서의 지식 교수·학습에 대한 근거 이론적 접근 - ‘대화의 원리’에 대한 예비 국어교사의 문제 인식을 중심으로 -

초록

This study applied a paradigm model based on the methodology of grounded theory of Strauss and Corbin (1990), analyzed the pre-service Korean language arts teachers' problem recognition on the principles of conversation in an educational context, and suggested the teaching and learning direction of speech knowledge. Educational implications for teaching and learning speech knowledge derived from 48 participants' data are as follows: first, speech knowledge should be identified in conjunction with practical activities; second, the concept of speech should be perceived in a balanced manner, including the addressee's judgment and comprehension (i.e., "listening"), away from what was defined as merely the addresser's regulatory compliance and expression (i.e., "speaking"); and third, conditional knowledge should be developed to manage prepositional and procedural knowledge and help learners' metacognition. This study is meaningful in that it considers both the internal and external factors in a balanced manner and approaches speech knowledge as a socio-scientific issue.

키워드