한국 현대시 읽기에서 중국인 학습자 경험의 작용에 대한 고찰

This study began with the recognition that focus on the experiences of the Chinese leaners and study the process of reading and understanding poetry using their experiences is necessary. By selecting Chinese leaners and ethnic-Korean learners in China as research subjects, we will also examine the personal and cultural differences of the subjects of experience and the effect of differences in identity recognition on reading. Through these efforts, we intends to design a method of teaching and learning modern Korean poetry that can arise self-awareness, understand others, and develop communication skills, which beyond a conceptual understanding of poetry text.Literature allows for multilayered and abundant language learning, beyond the limits of simple and repetitive mechanical language learning. Literature is sometimes referred to as ‘expression of thought’ or ‘expression of valuable experience’. This means that ideas and emotions are derived from concrete experiences, and that everything is not literature, but only when it is meaningful to human being. Among literature, poetry is a subjective genre, which presents images of oneself in a direct relationship to ‘self’ and emphasizes experience and emotion. However, Korean literature education in China has focused only on understanding and analyzing the experiences of writers which depicted in their works, and has not paid much attention to the experiences of learners who accepting the literature. The learner’s experience can be influenced by nationality, the environment he or she has grown, the educational experience, etc., and the diversity of his or her experiences means the diversity of reading. Therefore, this study, tries to understand how the learner’s experience is related to literature work and how that experience has an effect on reading poetry.In order to identify the reading patterns in the actual learner, and to come up with an educational method suitable for the process of such thinking and expression, this study analyzed the questionnaires and interview materials produced by the actual learner. In addition, through related theories, we explored the concepts of experience in poetry reading, and set the principles of modern Korean poetry reading in three categories: reading through learning experience, reading through social and cultural backgrounds, and reading through learner identity recognition.Based on this, we looked at the aspects of Chinese learners’ experiences in modern Korean poetry reading as follows: First, the ‘effect of learning experience of learner’ was divided into ‘effect of learning experience in understanding text’ and ‘effect of learning experience in interpretation’. Second, the ‘effect of learner’s social and cultural background’ was divided into ‘effect of social and cultural background in intertextual evocation’ and ‘effect of social and cultural background in making relationships with text.’ Third, we divided the ‘effect of learner identity recognition’ into ‘effect of identity in self-discovery’ and ‘effect of identity in the discovery of a heterogeneous world.’ Along with these aspects, we looked at the factors that influenced reading poetry in each aspect.Based on the actual data of the learners, this study confirmed various aspects of poetry reading and tried to present appropriate education methods by collecting the learners’ responses. In addition, our work has significance in working with Chinese learners and ethnic-Korean learners in China, we looked at how the diversity of experiences derived from personal differences, social and cultural differences, and identity differences can be revealed in modern Korean poetry reading.