The purpose of this study is to review principles of relevance in pragmatics, and to describe several methods of teaching in reading, in order to apply them to korean language education. Its contents may be summarized as follow. Reading is a process of inference. Through the text, writer intends to ...
The purpose of this study is to review principles of relevance in pragmatics, and to describe several methods of teaching in reading, in order to apply them to korean language education. Its contents may be summarized as follow. Reading is a process of inference. Through the text, writer intends to communicate what he think to readers. Readers need to figure out the writer's intention, which can not be accomplished by simply reading as interpreting symbols called letters. That is because writing is mere one of the evidence of the writer's intention. Therefore readers must infer what the writer intended from the text, which is evidence of inferential reading. In the process of inference, context provides premise. The concept of context can be expanded into the content of the writing itself, a reader's knowledge of the content, and knowledge of extra-content information. Readers must select one context out of them which reveals the writer's intention the most. In the choice of the context, relevance provides the criteria. Relevance can be considered in both context effect and processing effort. Context effect is cognitive effect on readers that inferred content gives to readers in chosen context ; the bigger this effect is, the higher the relevance is. Meanwhile, processing effort is cognitive effort to render relevance manifest, including effort to select proper context ; the bigger this effort becomes, the lower relevance becomes. Readers should select optimally relevant context to infer what the writer intended. The presumption that the optimal relevance which becomes the criteria for readers to infer the writer's intention exists in every act of verbal communication is the principle of relevance. The principle of relevance is a general principle that operates on every verbal communication even not intended. For that reason, we can say this principle is a presumption in communication. Moreover utilizing it consciously allows more concrete and effective communication, just like a mother tongue speaker who doesn't know about grammar well but has no difficulty in communicating, but by studying grammar he will be able to communicate more precisely and more efficiently. Twelve strategies are set up in this thesis, which are the cases when conscious inference is needed for precise and efficient reading. The operating process of the strategies are generalized into 'inferential strategy-operating process model.' Applying this model using actual text, I researched what process inferential reading went through. To apply inferential reading process to education, I put this process into a model, 'inferential reading process model,' which divides inferential reading process into the level of the whole text and the level of each inferential strategy. The former level follows J. W. Irwin(2006)'s five categories of reading comprehension process: the latter level suggest three expanded stages for selecting context that is critical to solve the inferential strategies included in each reading comprehension process. According to this model, the point of inferential reading is, in view that reading is nothing but inference, to figure out inference topic in reading process and to work out the topic based on the principle of relevance, that is, making perfect balance between processing effort and context effect. In this process, the premise which allows inference possible is the very context. The context is not fixed, but can be extended for readers to figure out the writer's intention clearly. Hence, the relevantly comprehending process applied in actual text was examined, which is the process to clarify the writer's intention by the principle of relevance according to the context-extending stages. This usually corresponded to 'inferential strategy-operating process model.' Lastly, to put this model into practice as one of the teaching method in reading class, I suggested 'inferential-reading teaching process model,' applying 'explicit instruction', I operated this 'inferential-reading teaching process model' on each actual text categorized into non-literature, explanatory text and literature, narrative text.
The purpose of this study is to review principles of relevance in pragmatics, and to describe several methods of teaching in reading, in order to apply them to korean language education. Its contents may be summarized as follow. Reading is a process of inference. Through the text, writer intends to communicate what he think to readers. Readers need to figure out the writer's intention, which can not be accomplished by simply reading as interpreting symbols called letters. That is because writing is mere one of the evidence of the writer's intention. Therefore readers must infer what the writer intended from the text, which is evidence of inferential reading. In the process of inference, context provides premise. The concept of context can be expanded into the content of the writing itself, a reader's knowledge of the content, and knowledge of extra-content information. Readers must select one context out of them which reveals the writer's intention the most. In the choice of the context, relevance provides the criteria. Relevance can be considered in both context effect and processing effort. Context effect is cognitive effect on readers that inferred content gives to readers in chosen context ; the bigger this effect is, the higher the relevance is. Meanwhile, processing effort is cognitive effort to render relevance manifest, including effort to select proper context ; the bigger this effort becomes, the lower relevance becomes. Readers should select optimally relevant context to infer what the writer intended. The presumption that the optimal relevance which becomes the criteria for readers to infer the writer's intention exists in every act of verbal communication is the principle of relevance. The principle of relevance is a general principle that operates on every verbal communication even not intended. For that reason, we can say this principle is a presumption in communication. Moreover utilizing it consciously allows more concrete and effective communication, just like a mother tongue speaker who doesn't know about grammar well but has no difficulty in communicating, but by studying grammar he will be able to communicate more precisely and more efficiently. Twelve strategies are set up in this thesis, which are the cases when conscious inference is needed for precise and efficient reading. The operating process of the strategies are generalized into 'inferential strategy-operating process model.' Applying this model using actual text, I researched what process inferential reading went through. To apply inferential reading process to education, I put this process into a model, 'inferential reading process model,' which divides inferential reading process into the level of the whole text and the level of each inferential strategy. The former level follows J. W. Irwin(2006)'s five categories of reading comprehension process: the latter level suggest three expanded stages for selecting context that is critical to solve the inferential strategies included in each reading comprehension process. According to this model, the point of inferential reading is, in view that reading is nothing but inference, to figure out inference topic in reading process and to work out the topic based on the principle of relevance, that is, making perfect balance between processing effort and context effect. In this process, the premise which allows inference possible is the very context. The context is not fixed, but can be extended for readers to figure out the writer's intention clearly. Hence, the relevantly comprehending process applied in actual text was examined, which is the process to clarify the writer's intention by the principle of relevance according to the context-extending stages. This usually corresponded to 'inferential strategy-operating process model.' Lastly, to put this model into practice as one of the teaching method in reading class, I suggested 'inferential-reading teaching process model,' applying 'explicit instruction', I operated this 'inferential-reading teaching process model' on each actual text categorized into non-literature, explanatory text and literature, narrative text.
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