맥락 구성을 중심으로 한 소설 읽기 과정 연구

This study aims to develop novel reading education which helps students construct the meaning of text autonomously, using their own resources of interpretation as context. Constructive novel reading is organized by three steps, which are ‘Recognizing the message of text by perceiving the language symbol’, ‘Forming Kommunikat’, and ‘Constructing meaning by communication’. In this reading process, the stage of forming Kommunikat becomes the key step as this stage gives meaning to the language symbol of text, which cannot involve meaning by itself.It is well known that readers’ construction of meaning cannot be explained without mentioning context. However, the word ‘Context’ has not been used precisely in literary education due to its widespread history on the meaning of concept. Therefore, this study has defined the concept of ‘Context’ in novel reading as ‘Reader’s knowledge and experiences on situational, socio-cultural factors surrounding literary communication, which was reorganized to answer reader’s questions related to novel text interpretation’. Furthermore, this study has reconstituted ‘Constructing Context on novel reading’ as followed steps : recognizing the message of text by focusing on text markers, forming Kommunikat by contextualization, and constructing meaning by reorganizing context.Based on this theoretical background, this study collected readers’ protocol writing on novel text reading and analyzed the process of reading. Firstly, when readers recognized message of the text, they focused on the problem-posing of the text and awoke context. Secondly, readers contextualized by judging which one of their background knowledge about literary communication is useful to interpret this text. It was related to knowledge about the writer himself’s individual life, socio-cultural background of the text, and inter-text reading experiences. Lastly, some readers reflected their process of meaning constructing and reconstructed the meaning. They modified the earlier interpretation or added some new aspect of intepretation.During this process of meaning constructing, readers revealed some weaknesses. Some readers failed to catch the main message of the text, and this misunderstanding of the message led them to raise construct which is not related to the text. Also some readers failed to organize their knowledge and experiences, and some had organized context but failed to connect it to the content of the text. Lastly, some readers were buried to the problem-posing of their own and failed to connect it to the meaning of the text. These weaknesses of readers revealed that it is important to let readers know that reading a novel is to participate the literary communication and their role is to construct meaning autonomously.In sum, this study proposes a method of teaching students to read novels based on the contextualization of literary communication by paying attention to the use of contextualization in constructing the meaning of the text. This study has identified the process of students’ constructing the meaning of text by ‘Contextualization’ which is an act of giving the deprived meaning to the linguistic meaning. The model of novel reading education focusing on contextualization under the literature communication is meaningful that it can raise students to independent readers.