‘텍스트 표지’ 교육 내용에 대한 문법교육적 고찰

초록

This research attempts to meta-analyze educational contents known as ‘discourse markers’, ‘discourse expressions’, and ‘conjuct markers’, and figure out how to define the markers in the field of grammar education. With this purpose, Korean language curriculum related to ‘discourse markers’ was chronologically examined. It was revealed that the materials were not systematic due to lack of consensus about ‘marker-related contents’, on top of which, the contents provided were confined to the level of ‘text-structure markers’. Thus, this study re-conceptualized the term ‘text markers’ to refer to ‘discourse markers’ in spoken language and ‘text-structure markers’ in written as a whole, and to combine ‘language markers’ which could not obtain the proper status. ‘Text markers’ will be able to connect writer and audience as well as text and context by operating ‘interpersonal function’. Further discussion with the genre perspective about the cases would be needed to make marker-related contents contribute to dialogical literacy, which would then help construct grammar education contents as a basis of Korean language curriculum.

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