‘통일성과 응집성’ 관련 성취 기준에 대한 검토

초록

This study analyzed the achievement standards related to the coherence and cohesion on the level of National Curriculum and textbooks. Based on the point of grammar education, three issues which should be solved are derived. After that, the alternatives for each issue are offered. First, academic concepts should be in disrepair moderately in elaborating the achievement standards. In doing so, the linkage between the two section could be assured. It could be a rational solution that concepts such as utterance, listener, speaker, which are referred to in the preceding section, appropriately used in the second section. Another solution is to exemplify the borderline cases such as the spoken texts. These two solutions could be the cornerstone to fortify the linkages between the two section. Second, the relationship between ‘the coherence and cohesion’ should be reconceptualized. The two concepts are not in the same level. If ‘the coherence’ is the objective, ‘the cohesion’ will be the contents. Most of all, each cohesive device should be treated as contents item. Finally, the relationship among the cohesive devices such as referring expression, substitution, conjunction should also be reconstructed. Three devices have been regarded as the same stance on the unit of Discourse in Grammar Textbook. But substitution should be described as the highest level. Thereafter ‘referring expressions and conjunction’ should cover the construing meanings.

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