미국 TV 드라마 Modern Family 기반 연어 연구

Abstract

의사소통능력(communicative competence)의 함양에 있어서 연어능력의 중요성과 함께 진정성(authenticity)있는 자료로서 영화나 TV 드라마와 같은 영상매체의 영어교육에의 높은 활용성에도 불구하고 코퍼스 기반의 영상매체를 대상으로 한 연어 연구는 아직 충분히 이뤄지지 못하고 있는 실정이다. 이에 본 연구는 미국 TV 드라마 Modern Family의 연어목록을 교수학습자료로서 제공할 뿐 아니라 실제 학교 교육 현장에서의 활용에 도움을 주기 위해 이루어졌다. 본 연구에서는 미국 TV 드라마 Modern Family를 대상으로 콘코던스 프로그램인 WordSmith 6.0을 사용하여 연어목록을 추출한 후 그 특징들을 검토하였고, 학교 교육 현장에서의 활용을 위해 Modern Family의 연어와 2009 개정 영어 1, 2 교과서의 연어를 비교, 분석하였다. 또한 구어 코퍼스인 Modern Family와 문어 코퍼스인 영어 1, 2 교과서의 담화적 차이를 극복하기 위해 Modern Family의 최다빈도 50개 연어가 2009 개정 영어회화 교과서에서는 어떤 양상으로 나타나고 있는지 살펴보았다. 그 결과, Modern Family의 연어들은 연어들의 호흡이 길어 문장 단위의 연어들이 많고, 비격식적인 표현들이 많았으며, 가족 간의 대화에서 나올 수 있는 표현들이 상당수 포함되어 있다는 특징을 갖고 있었다. Modern Family와 2009 개정 영어 1, 2 교과서의 최다빈도 50개 연어들을 비교한 결과, 구어와 문어의 담화적 차이로 말미암아 연어의 양상이나 쓰임이 상이하게 나타나고 있었다. 또한 Modern Family의 최다빈도 50개 연어가 2009 개정 영어회화 교과서에서의 양상을 살펴본 결과, 큰 유사성을 보이지 않았는데, 이는 두 개의 코퍼스 간의 격식성의 차이로 인한 것으로 사료된다. 결론적으로, Modern Family가 영어 1, 2 교과서나 영어회화 교과서와의 연계성이 떨어진다는 것을 의미한다. 그럼에도 불구하고 본 연구에서 제시하고 있는 Modern Family의 연어목록은 교사의 연어지도를 용이하게 하고, 학습자들로 하여금 유창성을 향상시키는 데에 도움을 줄 수 있다는 점에서 유용하게 활용될 수 있을 것으로 기대된다. 다만 Modern Family를 교수학습자료로서 활용할 때 교사는 반드시 진정성(authenticity) 있는 자료인 Modern Family와 영어학습을 위해 인위적(artificial)으로 만들어진 교과서와의 차이를 인지해야 할 것이며, Modern Family를 학습함에 있어서 연어능력 외에도 학습자의 청해능력과 시각적 자료의 영향을 염두에 두고 학습활동을 고안하여야 할 것이다. | The collection of teaching materials for English language teaching currently demonstrates that there is insufficient material provided for the teaching of collocations, such as through collocation lists that have been compiled from authentic materials, as in scripts of American drama. The present study tries to fill this gap. In accordance, the purpose of this study is to provide the collocation list of American TV series, Modern Family, as a teaching and learning material. This study also aims at helping the application of Modern Family in the school education field. In this study, the researcher examined the characteristics of the collocations after extracting the collocation list of Modern Family using the concordance program, WordSmith 6.0. Then, for the application in the school setting, the two collocation lists extracted from both Modern Family and 2009 revised version of English 1, 2 textbooks were compared and analyzed. Also, to overcome the differences between spoken and written discourse, the researcher looked into the aspects that the top fifty collocations of Modern Family appears in 2009 revised Practical English textbooks. As a result of this study, the collocations of Modern Family have many sentence-length and informal collocations and contain many expressions that can be used in the conversation among family members. In the comparison of Modern Family and 2009 revised version of English 1, 2 textbooks, the collocations extracted from each corpus appeared differently in their frequency and usage and presumably, it is because of the differences in spoken and written discourse. Moreover, the appearance of the top fifty collocations of Modern Family were differently shown in 2009 revised version of Practical English textbooks in terms of ranks, frequency, and their usage and the differences seem to be based on the formality of each corpus. Although the result shows the low connectivity between Modern Family and the textbooks, Modern Family and its collocation list still can be useful for not only enabling the teachers to provide the instruction of collocations with more extensive examples to students but also helping the learners to improve their fluency. However, when using Modern Family as a teaching and learning material, teacher should be aware of the different nature of both the materials: Modern Family as an authentic material and textbooks as artificial materials, and should design activities considering learner’s listening competence and the effects of visual aids.; The collection of teaching materials for English language teaching currently demonstrates that there is insufficient material provided for the teaching of collocations, such as through collocation lists that have been compiled from authentic materials, as in scripts of American drama. The present study tries to fill this gap. In accordance, the purpose of this study is to provide the collocation list of American TV series, Modern Family, as a teaching and learning material. This study also aims at helping the application of Modern Family in the school education field. In this study, the researcher examined the characteristics of the collocations after extracting the collocation list of Modern Family using the concordance program, WordSmith 6.0. Then, for the application in the school setting, the two collocation lists extracted from both Modern Family and 2009 revised version of English 1, 2 textbooks were compared and analyzed. Also, to overcome the differences between spoken and written discourse, the researcher looked into the aspects that the top fifty collocations of Modern Family appears in 2009 revised Practical English textbooks. As a result of this study, the collocations of Modern Family have many sentence-length and informal collocations and contain many expressions that can be used in the conversation among family members. In the comparison of Modern Family and 2009 revised version of English 1, 2 textbooks, the collocations extracted from each corpus appeared differently in their frequency and usage and presumably, it is because of the differences in spoken and written discourse. Moreover, the appearance of the top fifty collocations of Modern Family were differently shown in 2009 revised version of Practical English textbooks in terms of ranks, frequency, and their usage and the differences seem to be based on the formality of each corpus. Although the result shows the low connectivity between Modern Family and the textbooks, Modern Family and its collocation list still can be useful for not only enabling the teachers to provide the instruction of collocations with more extensive examples to students but also helping the learners to improve their fluency. However, when using Modern Family as a teaching and learning material, teacher should be aware of the different nature of both the materials: Modern Family as an authentic material and textbooks as artificial materials, and should design activities considering learner’s listening competence and the effects of visual aids.