은유 분석(metaphor analysis)을 통한 예비 교사의 듣기·말하기, 읽기, 쓰기에 대한 인식 연구

Abstract

This study attempted to derive implications for teacher education and Korean education by analyzing the perception patterns of primary and secondary pre-teachers' linguistic activities such as listening/speaking, reading, and writing through a metaphorical analysis method. Accordingly, the perception of language activity was investigated based on a total of 397 metaphors answered by 49 students in the 3rd and 4th grades of the College of Education, 93 students in the 2nd year of the College of Education, and a total of 142 college students. As a result of the analysis, individual level perceptions of preservice teachers’ language activities were ‘self and life (listening and speaking)’, ‘self and experience, information and knowledge (reading)’, ‘self and writer, record and action (writing)’. appeared as Recognition at the social level was found to be ‘relationship and communication (listening and speaking)’, ‘life and practice (reading)’, and ‘communication and practice (writing)’. Listening and speaking were strongly recognized at the social level, and reading and writing at the personal level, language and thinking level. As a result of the analysis by language activity, it was confirmed that the perception that listening and speaking was an activity that required initial support was strong, but the perception that it was a strategic activity requiring intentional learning compared to other language activities was not strong. Reading was perceived as an activity for self-growth, a tool for social life and success, and an activity requiring high-level thinking skills. Writing was perceived as a means of self-awareness or self-objectification, a writing procedure or task. Based on the analysis, implications for teacher(re)education and Korean education were presented. This study is significant in that it is a study on the recognition of language activity based on the experiences of pre-teachers and a comprehensive study of language activity.