지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This research analyzes appearance and makers of debate shown in discussion and conversation based on the data from The 1st Debate Competition of Secondary Students finals held by Gyungbuk Office of Education.
This competition’s debate formation was a public forum debate which was progressed in the order of planning→cross questioning→refuting→cross questioning→summarizing→cross questioning→focusing.
Although the data was from the finals, students were debating without the accurate awareness on the rules of planning, refuting, summarizing, and focusing. Most of their statement was nothing more than an assertion without any logical basis. Moreover, during cross questioning, there was a repetitive statement and content which were digressed from the topic.
For the aspects of discourse markers shown in debate, I divided this into 2; appointed markers of relationship object, regulated markers of relationship type. In case of appointed markers, commanding type and repeating type were the major markers. This carries existing informativeness in terms of rementioning the previous statement. Therefore, this research suggests to educate students with markers of relationship object of ‘listen as you summarize.’ For regulated markers of relationship type, core markers, additional relationship markers, listing markers, comparing and comparison markers, cause and result markers, and problem-solving markers were the main types. This shows aspects of composition aspects of meaning structure by specifying the relationship types established between the subjects. This research carefully suggests to divide regulated markers of relationship type into structure markers, focus markers, and specification markers to structuralize the debate point and then educate in relation to the speaking.
Those debate education conducted during Korean class requires you to concentrate on the ‘language.’ By analyzing debate type, I realized there needs to be an improvement on listening and speaking, which are the 2 key factors. I expect that students get a systemic education on how to effectively listen and speak in debate by using markers and utilize this not only in debate and conversation but also extend it to various locution.
This competition’s debate formation was a public forum debate which was progressed in the order of planning→cross questioning→refuting→cross questioning→summarizing→cross questioning→focusing.
Although the data was from the finals, students were debating without the accurate awareness on the rules of planning, refuting, summarizing, and focusing. Most of their statement was nothing more than an assertion without any logical basis. Moreover, during cross questioning, there was a repetitive statement and content which were digressed from the topic.
For the aspects of discourse markers shown in debate, I divided this into 2; appointed markers of relationship object, regulated markers of relationship type. In case of appointed markers, commanding type and repeating type were the major markers. This carries existing informativeness in terms of rementioning the previous statement. Therefore, this research suggests to educate students with markers of relationship object of ‘listen as you summarize.’ For regulated markers of relationship type, core markers, additional relationship markers, listing markers, comparing and comparison markers, cause and result markers, and problem-solving markers were the main types. This shows aspects of composition aspects of meaning structure by specifying the relationship types established between the subjects. This research carefully suggests to divide regulated markers of relationship type into structure markers, focus markers, and specification markers to structuralize the debate point and then educate in relation to the speaking.
Those debate education conducted during Korean class requires you to concentrate on the ‘language.’ By analyzing debate type, I realized there needs to be an improvement on listening and speaking, which are the 2 key factors. I expect that students get a systemic education on how to effectively listen and speak in debate by using markers and utilize this not only in debate and conversation but also extend it to various locution.
목차
Ⅰ. 들어가며
Ⅱ. 토론 담화에 나타난 토론 양상
Ⅲ. 토론 담화에 나타난 표지어 양상
Ⅳ. 나오며
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UCI(KEPA) : I410-ECN-0101-2014-710-000201232