초등학교 5 학년의이야기능력발달에관한연구 * 5) 유동엽 ** < 次例 > Ⅰ. Ⅱ. Ⅲ. Ⅳ. Ⅴ. Ⅵ. Ⅰ. 서론 (story).,,., (White & Epston, 1990; Winslade & Monk, 1999).,. Bruner(2002), (, 2006;, 2005). * 2012. **
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초등학교 5 학년의이야기능력발달에관한연구 169 Ⅱ. 연구방법 1 2007 2014. (2009). ( ),.. 1. 자료수집 5 2012 1 ( 10 3, 10.03 ) 12 (11.02 ).,..... 5 37
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초등학교 5 학년의이야기능력발달에관한연구 171 2012-11-05 11.01 386 1 2012-11-18 11.01 544 1 2012-11-26 11.02 372 1 2012-12-12 1 11.02 1038 3 2012-12-17 11.02 1948 3 2012-12-21 11.02 464 1 ( ) 18, ( ) 3. ( ) 15. 4 5. 2. 자료전사. 2 ( ). 1 2013 1 9, 2 2013 10 12.. 01, 02 : (turn). :. = :. (2 ) : 2 ( ).? :. (? ) :
172 국어교육연구제 33 집. (( )) :. 5 (2012 2 24, < > 3) ). 01 :.,, ( : ),?,.. ( : ) ( : ) ( : ). ( : ) 02 :? 03 :,,? ( : ) ( : ) 4). ( : ).,,? ( : ).. ( : ),,? ( : ),,. ( : ). ( : ),, (( ))? ( : ). ( 3) 3 5 < >. 4).
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초등학교 5 학년의이야기능력발달에관한연구 175. 20 < > 10. [#1, ] [#2 ] [#3 ] [#4 ] [#5 ] [#6 ] [#7 ] [#8 ] [#9 ] [#10, ],.,,. < > 20,. 5 4.8 87 312 ( 177.6 ). (r=.24) (r=-.13), (r=.58) (r=.50).
176 국어교육연구제 33 집 (r=.87). 5,. 2. 이야기의구조 Westby(1998). 8) 1. 2., 3., 4., 5., 6., 7., 8.. < >, ( ) ( ) 6.. 5 4. 8., 5.8. < 1> 1 5.,. 5. 8) (2003: 11), (2009: 148; 2013: 116).
초등학교 5 학년의이야기능력발달에관한연구 177 < 1> 1-5 6.. 5. < > 3 6, 6, 5. 9) 6. 6.., t-test. 4 5 (p=.66), 1-3 4-5 (p.=008). 1-3 4-5., < 1> 6. 9) (2013: 117-118).
178 국어교육연구제 33 집 3. 이야기의구성요소 < 2> 5 Stein & Glenn(1979), Stein & Trabasso(1981) (story grammar),. < 2> 5 36. < 2>,,,,,. 4, 10).. 18 3 (16.7%), 3 (100%). 15 12 (80%).,.. 10) 4 36 11 (30.6%).
초등학교 5 학년의이야기능력발달에관한연구 179 2 (11.1%), 3 2 (66.7%), 15 14 (93.3%)., 5.. (2012: 191).. 2012 11 18 < > 5. < > 9,. 06 : < >.,. ( : ). ( : ),. ( : )..,. ( : ). 07 :,?
180 국어교육연구제 33 집 08 :. 4 5 (p=.455). 1-3 4-5 (p=.000). 4 5., 5., 4. 4. 이야기의서사성 (2005: 79-85). 2 18. (2012: 192),,,, - -. < > 17,. 5 7 18 ( 13.6 ). (r=.85) < 3> 1 5.
초등학교 5 학년의이야기능력발달에관한연구 181. 1-2 3-5 (p=.048), 1-3 4-5 (p=.045). 3 4 (p=.519) 4 5 (p=.553). 1-2 3-5, 1-3 4-5. < 3> 1-5,. 5 12.3, 14. 16.9, (p=.000). Ⅳ. 이야기표현능력의발달 1. C-unit 의수
182 국어교육연구제 33 집 C-unit. 11) C-unit C-unit. 5 70 605 C-unit ( 229.3, 140.8 ). < > 324 C-unit, 5. < 4> 1-5 C-unit < 4> 1 5 C-unit. < 4> C-unit. 5 C-unit 4 ( 185.8 ) (p=.146). 1-3 4-5 C-unit (p=.000). 1-3 4-5. 4-5 C-unit (r=.973), (r=.852)., 5 C-unit ( 277.1 ) C-unit ( 197.8 ) 11) C-unit (2006: 32).
초등학교 5 학년의이야기능력발달에관한연구 183 C-unit ( 179)., C-unit (p=.113). 2. 문장의접속 ( ), ( ), ( ). ( ). < >, (16 ), (49 ), (4 ), (24 ), (1 ), (1 ), (6 ), (12 ), (2 ), (2 ), (1 ). < 2> 1 5 ( ). < 2>,, 3 1-5.. 1-3 - -, 4-5 - -. 4-5. 4 5. 5.,,, ( ) ( )
184 국어교육연구제 33 집. 5 (10.03 ), (10.03 ), (10.03 ), (10.05 ), (10.07 ), (10.7 ) ( ). < 2> ( ) 1 12.3 0.36 6.8 1.2 5.5 0 2 12.5 0.06 10.8 2.8 6.3 0.1 3 14.6 0.07 8.7 1.8 7.8 0.1 4 12.1 0.25 29.6 2.2 14.9 0 5 13.0 0.14 34.6 3.1 14.2 0 1 0 0 0 0 0 0 2 0.1 0.7 0.2 0.16 0 0 3 0.1 0.7 12) 0.4 0.1 0.1 0.02 4 0.3 0.6 0.4 0.5 0.6 0.03 5 0.9 0.8 0.4 0.8 0.4 0.58 1 0 0 0 0 2 0 0 0 0 3 0 0 0 0 4 0.61 0.83 0.14 0.06 5 0.56 3.44 0.03 0.22 ( ) 1 0 0 0 0 0 0 2 0 0 0 0 0 0 3 0 0 0 0 0 0 4 0 0 0 0 0 0 5 0.14 0.14 0.03 0.03 0.14 0.06 12). (2013: 124)..
초등학교 5 학년의이야기능력발달에관한연구 185 3. 부가관계, 인과관계, 전환관계의표현,, ( ),., ( ). (, ) ( ), C-unit. ( ). < > ( ) - (115 ) - (33 ), - (43 ). 57%, 31%. 8%. 5 53.9%, 29.8%, 6.8%. < 5> 1-5 < 5> 1 5. -, -
186 국어교육연구제 33 집,,,,,,, ( ). < 5>, ( ). 5 - C-unit C-unit. < 6> 1-5 < 6> 1 5. < 6>. 1 2-3 (p=.001), 2-3 4 (p=.000). 4 5 (p=.021).. 5 (r=.51), (r=.69).,,,, 7%
초등학교 5 학년의이야기능력발달에관한연구 187 ( 3.2%), ( ). 4. 단문과복문의구사 ( ) ( ) ( ). ( ),. C-unit. < 7> 1-5 < 8> 1-5 < 7> 1 5, < 8>. < 7> ( ). < 8>.
188 국어교육연구제 33 집 4 5 (p=.598). 1-3 4-5 (p=.000). 4-5,. 1-3 4-5. 13) Ⅴ. 이야기소통능력의발달 1. 연행.,. 5 3 165 ( 33.9 ).,. 13) (2009, 2011, 2012, 2013) (MLCw). 5, (p=.06).,..
초등학교 5 학년의이야기능력발달에관한연구 189,. (face),. (r=.691), C-unit. 5 3% 43% ( 14.5%). < > 8.3%,. < 9> 1-5 < 9> 1 5. < 9>. 1-3 4 (, 2013: 130), 5. t-test, 1-3 (p=.002). 4 5 (p=.04).., (p=.23).
190 국어교육연구제 33 집 2. 초대표현. ( ) ( ), < > ( ). 17 : < >. ( : ) (( )),., ( : ). ( : ) (6 )? 18 :. 19 :. 20 :. 21 :. < >,. < >,,,, 17. 5 2 33 ( 9.8 ).
초등학교 5 학년의이야기능력발달에관한연구 191, (r=.807) C-unit. 5 1% 15% ( 4.6%). < > 5.2%,. < 10> 1-5 < 10> 1 5. < 10> 1 2. 4 5 (p=.936), 1 2-5 (p=.001).,.. 14),. 1-5 ( 4.9%) ( 5.1%) 14).,...
192 국어교육연구제 33 집 (p=.758), ( 9.5%) (p=.000).,. 3. 이야기의속도. 10. 10,. 5 10 12.45 18.55 ( 15.35 ). < > 10 12.76,. < 11> 1-5 10 < 11> 1 5 10. < 11>. 1 2-3 (p=.000), 2-3 4 (p=.000). 4 5 (p=.000).
초등학교 5 학년의이야기능력발달에관한연구 193.,. 1-5 ( 12.35 ) ( 12.75 ) (p=.33), ( 11.67 ) (p=.048).,. 4. 소통의양상 (turn). C-unit. C-unit, C-unit. 5 C-unit 4 42 ( 12.6 ). < > C-unit 14.7,. < 12> 1 5 C-unit. < 12>
194 국어교육연구제 33 집 < 12> 1-5 C-unit C-unit. C-unit 4 5 (p=.339). 1-2 3-5 (p=.000). C-unit (r=.539),., C-unit. 1-5 C-unit ( 11.7 ) C-unit ( 8.4 ) (p=.002). C-unit ( 10.1 ) (p=.311)., ( ). 5. 이야기의시작방식과종결방식 5 36
초등학교 5 학년의이야기능력발달에관한연구 195 1 (2013 3 20, < >) 35 (97%). < >. (power). 5.,. 2012 1 2 < >. 01 :, ( : ) ( : ) ( : ),. ( : ). ( : ) ( : ) ( : ). 02 :? ( : )? < > 5 36 3 (8.3%)..,,, < >. 5
196 국어교육연구제 33 집 36 17 (47.2%).. 2012 8 1 < >. 01 :. 02 :,? ( : ), ( : ), ( : ),. ( : ),. < > 5 36 16 (44.4%). 5 18 14 (77.8%), 15 10 (66.7%).., 5., 5 36 10 (27.8%), < > 24 (66.7%). (
초등학교 5 학년의이야기능력발달에관한연구 197. ). 4 22.2%, 69.4%.. Ⅵ. 결론 5 ( 10.03 ~11.02 ) 36, < >.., 5? 5 4.8 ( 13.6 ), ( 5.8 ). 6.,. 5 229.3 C-unit - C-unit ( 53.9%), C-unit ( 29.8%).
198 국어교육연구제 33 집 ( ),.,,,,,, ( ). 5 33.9 ( 14.5%) 9.8 ( 4.6%),.,. ( C-unit 12.6 ), (10 15.35 ).., 1-5? 1 5, (,,, C-unit, - - 3, ) 1-3 4-5. 4 5 (, 10 ). 1 (,, ), 1 2-5 (p=.01).
초등학교 5 학년의이야기능력발달에관한연구 199. 1, [1 ], [2-3 ], [4-5 ]. 6.,? 5. (r=.86) (p=.000). C-unit (p=.002), (p=.000).. 5, C-unit. C-unit,.,.., 5
200 국어교육연구제 33 집, C-unit.,. (p=.000), (p=.048)..,.. * 15) 참고문헌 (2003), :,. (2006), (story generation), 15-3,, pp.115-126. (2006),,. (2004), : * 2014. 4. 28., 2014. 5. 13. 2014. 6. 4., 2014. 6. 5..
초등학교 5 학년의이야기능력발달에관한연구 201, 45,, pp.1-32. (2014),,. (2005), :,. (2006),,. (2004),,, 13,, pp.129-169. (2009), 1, 41,, pp.133-180. (2011), 2, 45,, pp.119-151. (2012), 3, 48,, pp.183-209. (2013), 4, 31,, pp.107-140. (2006),,. (2005), :,. Bruner, J.(1983), Child s Talk: Learning to Use Language, New York; W.W. norton & Company, Inc.. Bruner, J.(2002), Making Stories: Law, Literature, Life, Cambridge; Harvard University Press. Kern, F. & U. M. Quasthoff(2004), Fantasy stories and conversational narratives of personal experience : Genre-specific, interactional and development perspectives, In Quasthoff, U. M. & T. Becker(eds.), Narrative Interaction, John Benjamins Publishing Co., pp.15-56. Labov, W. & D. Fanshel(1977), Therapeutic Discourse: Psychotherapy as Conversation, New York; Academic Press, Inc.. Morrow, L. M.(1990), Assessing children s understanding of story through their construction of narrative, In L.M. Morrow & J.K. Smith(eds.),
202 국어교육연구제 33 집 Assessment for Instruction in Early Literacy, Prentice Hall Inc. Stein, N. L. & C. G. Glenn(1979), An Analysis of Story Comprehension in Elementary School Children. in Feedle, Royo.(ed.), New Directions in Discourse Processing, norwood, N.J : Ablex Publishing Co., pp.53-120. Stein, N. L. & T. Trabasso(1981), Children s Knowledge of Event, A Causal Analysis of Story Structure, The Psychology of Learning and Motivation Vol.15, 237-279. Winslade, J. & G. Monk(1999), Narrative Counseling in Schools, Corwin Press Inc., (2005),,. White, M. & D. Epston(1990), Narrative Means to Therapeutic Ends, New York; W.W. Norton & Company.
초등학교 5 학년의이야기능력발달에관한연구 203 초등학교 5 학년의이야기능력발달에관한연구 유동엽 본연구는이야기능력의발달을탐구하기위해, 종단연구의형태로수행되고있는유동엽 (2009, 2011, 2012, 2013) 의후속연구로서다음과같은세연구문제에답하는것을목적으로하였다. 첫째, 초등학교 5학년시기에서술자의이야기능력은어떤발달양상을보이는가? 둘째, 초등학교 1-5학년에걸쳐이루어진이야기능력의발달은학년군으로어떻게묶어질수있는가? 셋째, 이야기갈래에따라서술자가이야기하는방식에어떤차이가있는가? 이를위해서술자가초등학교 5학년시기 ( 만 10.03세~11.02세 ) 에들려준 36 개의이야기를분석하여, 5학년시기의이야기능력발달을소상하게기술하였다. 연구결과, 이야기능력을구성하는많은하위요소 ( 이야기의구조, 이야기구성요소중 평가 의활용, 이야기의서사성, C-unit 의수, 그리고 - 그래서 - 그런데 3대접속부사의사용양상, 연결어미비율등 ) 에서 1-3학년시기와 4-5학년시기간의차이가통계적으로유의미하였다. 하지만 2학년시기부터이야기주제성이현저히높아진다는데주목해서본연구에서는서술자의이야기능력발달이 [1학년], [2-3학년군], [4-5학년군] 의세단계로이루어지는것으로보았다. 그리고서술자가이야기갈래에따라이야기방식을달리하고있음을논증하고, 이야기에관한교육내용을구안하거나이야기를활용한평가도구를개발할때에이야기갈래에따른차이를충분히고려해야함을제안하였다. [ 주제어 ] 이야기능력발달, 종단연구, 초등학교 5학년, 이야기갈래관습, 화법교육
204 국어교육연구제 33 집 Abstract The Story Telling Ability Development of Fifth-Grade Student in the Elementary School Yoo, Dong-yup This study is to explore the development of story telling ability of a 5th-grade student/narrator. It aims to answer to following three questions. First, how does the story telling ability of narrator develop during the 5th-grade? Second, how can be developmental phase divided during 1st~5th grade? Third, are there any genre-specific features in story telling? This study analyzed 36 stories of a 5th-grade narrator(10.03-11.02 age) in 3-dimensions; story construction, story expression, story communication. This study described the story telling of the narrator elaborately as to this frame. According to this study, the story telling ability of 5th grade was similar to 4th grade, but different from 1st-3rd grade at so many features. Therefore, this study suggested that the development of story telling ability could be phased as [1st grade], [2nd-3rd grade], and [4th-5th grade]. And this study proved many genre-specific features in story telling, and suggested that it should be taken into account the differences in the story genres when developing the educational contents or assessment tools. [Key words] the development of story telling ability, longitudinal study, 5th-grade student/narrator, genre-specific features in story telling, oral communication education