A Study on Principles of the Dramatization of Poetic Text in Korean Language Education KIM YOUNG-MI The purpose of this study is to develop educational content to enhance Korean learners' expression ability through analyzing aspects of process that ... A Study on Principles of the Dramatization of Poetic Text in Korean Language Education KIM YOUNG-MI The purpose of this study is to develop educational content to enhance Korean learners' expression ability through analyzing aspects of process that they change poem to a play. Every expression is the result of a process creating content. This means that expression needs to secure understanding which expands one's qualitative thoughts. In this sense, the poetic text has potential to be appropriate preceding text for expression. Until now, expression education has put emphasis only on attaining proficiency through out practice and repetition, so creativity is limited to intervene in the process to materialize and systemize one's thoughts. This study then notices that the learners have been passive in all activities. Thus this study assumes that dramatization could bring out learners' active responses and is to suggest the methodology of process-based expression education throughout dramatization of poems. For this matter, this study begins to address how main agent of expression recognizes the subject and contents to create definitive text. Also this study reveals that as dramatization induces creative assumption by using phrase like "as if", the fiction is actualized and thoughts turn into action through persona and through identification and impersonation. Ultimately, all these activities are the process to construct and produce one's knowledge through language performance. Based on these theoretical background, the current study examines the aspects of the Korean learners' process of doing dramatization to reveal its benefits and practicalities. The process can be divided into three parts. First, the knowledge for expression is created in the process of reading poetic text. That, appreciating poem is not just mere reading, but also is a process to revitalize learners' background knowledge and to draw their imagination, allows the learners to have an in-depth consideration while internalizing poetic text and to synchronize their experiences to create meanings. Next step is to examine aspects of expressions in writing script. In a process of writing script, the learners transfer the sensible vocabularies of the poetic text to a conversation in a play and construct complex text with multistratified contexts. It is recognized that all these processes are consisted of learners' interactive conversations, while they correct the errors, find more appropriate expressions by themselves, and reconstruct new information by applying information they already know. The script written in this manner is then checked by doing a play. While the learners make the script to a play, they learn how to handle problems extemporaneously in both linguistic and nonlinguistic ways. In addition, they can overcome the limitation of classroom language as practically constructing spaces by actively using and applying objet in the classroom. Based on this view, the current study developed specific educational content and methodology. As considering the fact that not only transferring the poem into a play, but also causing active participation is important to enhance the learners' leadership, the current study suggests the premises for process-based dramatization. Such premises could be condensed into choosing poetic text and doing teachers' role. Under these premises, the educational content contains imagination and critical thinking, creative expression, embodiment of imagery in order to expand meanings. The specific educational method for this matter is to activate one's background knowledge by asking questions, to discover the pixels to reconstruct with their experiences, and to have interactive conversation through collective scaffolding. Especially the current study focused on the role of the collective scaffolding of peer learners, and specifically clarified that collectively formed help not only provided the opportunity to exchange inputs among learners, but also helped to expand their own knowledge. In Korean language education, the process of dramatization is the continuum of learners' self-regulating expressions. Korean language learners throughout such activities can enhance communication ability including nonlinguistic ability and they can conduct appropriate language-culture activities as intercultural mediators as well. Most of all, there's is a significance to develop positive expression attitude through these processes. *Key words: Korean language education, poem, dramatization, process drama, intercultural mediator, collective scaffolding *Student Number: 2010-21459
국문 초록 본 연구는 한국어 학습자가 시를 극으로 바꾸는 과정에서 드러나는 양상을 분석하여, 궁극적으로 학습자의 표현 능력을 증진시킬 수 있는 교육 내용을 마련하는 것을 목적으로 ... |
