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1 ( ).., 2002, 7, 1, ,.,,.,..,,.. :,,. (communicative competence). (Hymes, 1974)., (grammaticality) (appropriateness) (acceptability). Hymes (1974) Chomsky (1965) (linguistic competence) (linguistic performance). Chomsky (1965),.,,.. Chomsky (1965) 81

2 ,., Hymes (1979). Hymes (1979),.. Hymes (1974). Hymes (1979),,,,,,., (Black, 1979)..,,.,,...,,,,,,,.,. (multidisciplinary perspective).,.,.,.,,,,,. 82

3 ,,,,,,.,...,,,,,. (ethnography),, (Heath, 1982). (ethnography of communication) (Saville- Troike, 1989)., (classification),,,.,,,,.,.,,. Hymes (1979). Chomsky (1965),, 83

4 ,., Hymes (1979),,.,., Hymes (1979) 3.,. -.,..,..,.,,,,,,,,,,,..,.,...,,,,,, (key),,., 84

5 ,, (Sherzer and Darnell, 1972). (Saville- Troike, 1989). (1)... (speech event).. (2)..,,... (3)...,.,.,,,.,,.,,, 85

6 . (ethnographer)....,..,,,, (speech act).,,,,,..,,.,.,,, -., (Skinner, 1957)...,., 86

7 (Cazden, 1972).,. Chomsky (1965)... Chomsky (1965).. Chomsky (1965), - (Piaget, 1954; Bruner, 1974).,. 1970,..,,,., (Cazden, 1972).,,,,.,., (Snow, 1979).,, (Snow & Goldfield, 1982).,,,. -,, 87

8 ,,., (descriptive)., (Searle, 1969)., (speech act) (reference) (locutionary),, (illocutionary),, (perlocutionary)..,,,.,,.,,.,..,,,.,,,,,...,, 88

9 ,,,,,,.,,,,,..,,,,,,,.,,.,,. 5,,,,,,,,, (Berkowitz, 1972).. Richards (1974),.. -.,. Ryan (1974). Ryan (1974), 89

10 ,.,,.,,.,,,,.,,, (Cook- Gumperz, 1981).,,,.,,.,,,,.,.,...,,,,.,,,,,,,.,,,, 90

11 ,,.,... Cicourel (1974),. (Corsaro, 1985). - (Corsaro, 1985). Cicourel (1974),. Cicourel (1974),,. 4,.,.,.,.,,,,,.,.,.,. 4. (1) :,,. 91

12 ... (2) (nonverbal appropriateness)..... (3) :,,,,, ( ). (4) -,,,.. Sacks (1972),.., Sacks (1972) 92

13 (The baby cried. The mother picked it up). Sacks (1972)., (membership category devices),,.,.,.. Sacks (1972). Sacks (1972), (turn- taking),,.. Corsaro (1985),.,,.. Corsaro (1985),. Corsaro (1985), Cook- Gumperz (1979). Cook- Gumperz (1979)..,., (Cook- Gumperz, 93

14 1981).,.....,..,,., (frame factors),.,,,,.,,,.. (phonology), (lexicon), (semantics), (morphology), (syntax) (pragmatics),..,,.??. 94

15 (Foster, 1990). Halliday (1975) 3., (ideational),, (interpersonal),,, (system) (textual).,.,,. (cohesive).....,,.,. (cohesion). (Halliday & Hasan, 1976).,,. (coherence).,,.,..,. (Foster, 1990). (aboutness) 95

16 (relevance)......,..,,...,, (comment) (acknowledge) (two- part units) (Sinclair & Coulthard, 1975). (initiation)..,, (self- correct) (other- correct),,.,,...,,..,,.. Rice (1984) 3.,..,.,,,.,, 96

17 . Rice (1984),. Anderson, Dunlea & Kekelis (1984) (perspective-taking),..,.,.,,.,,,,.,, (event knowledge). (routines). (script).,,, ,,,....,,,,.,,,,,, 97

18 .,,.,,.,,,, (cohesion).,,.,,,,,.. Andersen, E. S., Dunlea, A. & Kekelis, L. (1984). Blind children s language: Resolving some differences. J ournal of Child Lang uag e, 11, Berkowitz, L. (1972). Social p sychology. Glenview, IL: Scott, Foresman & Co. Black, J. K. (1979). Assessing kindergarten children s communicative competence. In O. K. Garnica & M. L. King (Eds.), Lang uag e, children, and society. New York: Pergamon Press. Bruner, J. (1974). From communication to language: A psychological perspective. Cognition. 3, Cazden, C. B. (1972). Lang uag e in early childhood education. Washington, DC: National Association for the Education of Young Children. Chomsky, N. (1965). A sp ects of the theory of syntax. Cambridge, MA: MIT Press. Cicourel, A. V. (1974). Some basic theoretical issues in assessment of the child s performance in 98

19 testing and classroom settings. In A. V. Cicourel, K. H. Jennings, S. B. M. Jenings, K. C. W. Leiter, R. Mackey, H. Mehan & D. R. Roth (Eds.), Lang uag e and school p erformance. New York: Academic Press. Cook- Gumperz, J. (1979). Communicating with young children in the home. Theory into P ractice, 18(4), Cook- Gumperz, J. (1981). Persuasive talk: The social organization of children s talk. In J. Green & C. Wallat (Eds.), E thnograp hy and lang uag e in educational settings. Norwood, NJ: Ablex Publishing Co. Corsaro, W. A. (1985). F riendship and p eer culture in the early y ears. Norwood, NJ: Ablex Publishing Co. Forster, S. H. (1990). The comm unicative comp etence of young children. London: Longman. Halliday, M. A. K. (1975). L earning how to m ean: Exp lorations in the develop m ent of lang uag e. London: Edward Arnold. Halliday, M. A. K. & Hasan, R. (1976). Cohesion in English. London : Longman. Heath, S. B. (1982). Protean shapes in literacy events. In D. T annen (Ed.), Sp ok en and written lang uag e: Exp loring orality and literacy. Norwood, NJ: Ablex Publishing Co. Hymes. D. (1974). F oundations in socioling uistics. Philadelphia: University of Pennsylvania Press. Hymes. D. (1979). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Socioling uistics. Harmondsworth: Penguin Books. Piaget, J. (1954). The construction of reality in the child. New York: Basic Books. Rice, M. (1984). Cognitive aspects of communicative development. In R. L. Schiefelbusch & J. Pickar (Eds.), The acquisition of comm unicative comp etence. Baltimore: University Park Press. Richards, M. P. M. (1974). The integration of a child into a social world. New York: Cambridge University Press. Ryan, J. (1974). Early language development : T owards a communicational analysis. In M. P. M. Richards (Ed.), The integration of a child into a social world. New York: Cambridge University Press. Sacks, H. (1972). On the analyzability of stories by children. In J. Gumperz & D. Hymes (Eds.), D irections in Socioling uistics: The E thnography of comm unication. New York: Holt, Rinehart & Winston. Saville- Troike. M. (1989). The ethnography of comm unication. Cambridge: Blackwell. Searle, J. (1969). Sp eech acts. Cambridge: Cambridge University Press. Sherzer, J. & Darnell, R. (1972). Outline guide for the ethnographic study of speech use. In J. Gumperz & D. Hymes (Eds.), D irections in socioling uistics : The E thnograp hy of comm unication. New York: Holt, Rinehart & Winston. Sinclair, J. M. & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and p up ils. Oxford: Oxford University Press. Skinner, B. F. (1957). Verbal behavior. New York: Appleton- Century- Crofts. 99

20 Snow. C. E. (1979). T he role of social interaction in language acquisition. In W. A. Collins (Ed.), Children s lang uag e and comm unication: The M innesota Symp osia on Child Psy chology, Vol. 2. Hillsdale, NJ: Erlbaum. Snow, C. E. & Goldfield, B. A. (1982). Building stories: The emergence of information structures from conversation. In D. T annen (Ed.), A nalyz ing discourse: T ext and talk. Washington, DC: Georgetown University Press. 100

21 AB ST RACT A Study on Multidisciplinary Appr oaches to the Communicative Competen ce Y oung Ry ei H a (Dept. of Child and Family Welfare, Jinju National University) Communicative competence research requires a multidisciplinary perspective. The purpose of this paper is to illustrate what can be learned from multiple-perspective analysis of communicative competence (ethnography of communication, child language and psycholinguistics, social psychology, sociology, and pragmatics) in studying play. From ethnography of communication, a better understanding of communicative competence can be derived: children are aware of the variety of rules associated with producing, predicting, and interpreting; children are capable of integrating language with other components involved in its use. From child language and psycholinguistics, we see that children are capable of formulating a theory of the structure of language which results in the infinite sentences they can produce and understand; children are capable of creative generalizing about language. From social psychology, we see that children are capable of communicating intentions through variations in features of communicative style; children are capable of using a range of persuasion strategies to present oneself in relation to others. From sociology, we see that children have the capacity for applying acceptable strategies of sequential ordering; children acquire resources for converting information from the setting into guides on how to generate socially accepted behaviors and accounts. From pragmatics, we see that children have the competence of performing the ideational function, interpersonal function, and textual function of language. These findings contribute to the understanding of the complex aspects of children s communicative competence. : : :, e- mail: hahay1@hanmail.net 101

歯제7권1호(최종편집).PDF

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歯제7권1호(최종편집).PDF