근대 초기 연설교육서에 나타난 근대적 말하기 규범 (Modern Norms of Speaking with Reference to Speech Textbooks in the Inchoate Early Modern Period)

서지정보

· 발행기관 : 국어국문학회
· 수록지 정보 : 국어국문학 / 161호 / 199 ~ 235페이지
· 저자명 : 이정옥

초록

This thesis addresses bodily speaking norms and stylistic strategies with special reference to speech textbooks in the inchoate early modern period, published from the mid 1900’s to the 1910’s, which have never attracted academic attention so far. The speech textbooks in this period, as the first readers in Korea that systematically contained those norms that one should necessarily know when making or preparing a speech, are significant in that they brought out a shift in the education of speech so that any literate citizen could self-master the methods and techniques of speech without spatio-temporal restrictions. Furthermore, the norms of speaking seen from the speech textbooks in the inchoate early modern period have a great value and status in the history of speech in Korean in the sense that they mark the beginning of the course in which early modern methods of speech were established.
The speech textbooks took the ‘emotional appeal to audiences’ as the purpose of speech, and in order to meet this purpose, they suggested exploring ‘methods for providing impressions and fun to audiences.’As for specific methods of practice, they emphasized intense training for expressive skills like interesting figuration triggering laughs, and communicational methods that are easy to memorize and realize. Speech has the power to elicit collective emotions from audiences in an identical time and space by converging them to dynamic feelings. The speech textbooks suggested, as a means to realize the power of speech, mastering the method of ‘speech generating spiritual energy’ that makes audiences make a certain practical decision by delivering the speaker’s ‘warm blood’ to them.
The speech textbooks required the ‘speaking body’ as a condition under which a person was reborn as a speaker. The speaking body is a ‘physical sense with which the speaker can manipulate his/her own body at his/her will,’ and this is named ‘Yeontae (attitude of performance).’ The ultimate goal of Yeontae is to be bodily familiarized with a ‘stately attitude’with which one can have control of audiences without being afraid of ascending the podium. The speech textbooks came up with the micro norms of bodily speaking, a subcategory of the ‘stately attitude’as instructions of attitude that the speaker should observe. To practice the instructions of attitude is the ‘secret of being an eloquent speaker.’On the other hand, they named those bodily motions violating the instructions of attitude ‘inaptitude attitudes’ and categorized them into instructions of taboos. The tendency for the modern speech textbooks to focus on those expressive skills related with bodily motions were influenced by the contemporary social atmosphere in which public speech was activated and the teaching method in the campaign of speech concentrated on the education of artificial attitudes.
The speech textbooks addressed conception, expression, and arrange- ment relatively trivially compared with expressive skills, which is the result from the academic classification in the inchoate early modern period that put expressive skills in the category of kinetics and the rest in the category of stylistics. The speech textbooks emphasized the ‘audience-concentrated speech,’ and required a ‘good reference to the audience status and the proper linguistic system’ as a prerequisite for the preparation of speech. The most important point to consider in stylistics, a technology of persuading audiences via a discourse is the ‘harmony between thoughts and linguistic expressions.’ Taking into consideration the level of the audience at that time ‘who felt bored when they listened to a speech for long or when it was difficult for them to realize,’the speech textbooks dealt mainly with expressive skills, but they also addressed skills for arrangement and conception in chapters like ‘speech skills’ and ‘keys to eloquence.’ Especially, from the fact that the speech textbooks accounted for arrangement and conception based on western logic and eastern Inmyeongbeop in ‘keys to eloquence,’ we can catch the influence of Japanese stylistics in the inchoate early modern period.
The examination of the speech texts published in the speech textbooks, I leave it for future research.

영어초록

This thesis addresses bodily speaking norms and stylistic strategies with special reference to speech textbooks in the inchoate early modern period, published from the mid 1900’s to the 1910’s, which have never attracted academic attention so far. The speech textbooks in this period, as the first readers in Korea that systematically contained those norms that one should necessarily know when making or preparing a speech, are significant in that they brought out a shift in the education of speech so that any literate citizen could self-master the methods and techniques of speech without spatio-temporal restrictions. Furthermore, the norms of speaking seen from the speech textbooks in the inchoate early modern period have a great value and status in the history of speech in Korean in the sense that they mark the beginning of the course in which early modern methods of speech were established.
The speech textbooks took the ‘emotional appeal to audiences’ as the purpose of speech, and in order to meet this purpose, they suggested exploring ‘methods for providing impressions and fun to audiences.’As for specific methods of practice, they emphasized intense training for expressive skills like interesting figuration triggering laughs, and communicational methods that are easy to memorize and realize. Speech has the power to elicit collective emotions from audiences in an identical time and space by converging them to dynamic feelings. The speech textbooks suggested, as a means to realize the power of speech, mastering the method of ‘speech generating spiritual energy’ that makes audiences make a certain practical decision by delivering the speaker’s ‘warm blood’ to them.
The speech textbooks required the ‘speaking body’ as a condition under which a person was reborn as a speaker. The speaking body is a ‘physical sense with which the speaker can manipulate his/her own body at his/her will,’ and this is named ‘Yeontae (attitude of performance).’ The ultimate goal of Yeontae is to be bodily familiarized with a ‘stately attitude’with which one can have control of audiences without being afraid of ascending the podium. The speech textbooks came up with the micro norms of bodily speaking, a subcategory of the ‘stately attitude’as instructions of attitude that the speaker should observe. To practice the instructions of attitude is the ‘secret of being an eloquent speaker.’On the other hand, they named those bodily motions violating the instructions of attitude ‘inaptitude attitudes’ and categorized them into instructions of taboos. The tendency for the modern speech textbooks to focus on those expressive skills related with bodily motions were influenced by the contemporary social atmosphere in which public speech was activated and the teaching method in the campaign of speech concentrated on the education of artificial attitudes.
The speech textbooks addressed conception, expression, and arrange- ment relatively trivially compared with expressive skills, which is the result from the academic classification in the inchoate early modern period that put expressive skills in the category of kinetics and the rest in the category of stylistics. The speech textbooks emphasized the ‘audience-concentrated speech,’ and required a ‘good reference to the audience status and the proper linguistic system’ as a prerequisite for the preparation of speech. The most important point to consider in stylistics, a technology of persuading audiences via a discourse is the ‘harmony between thoughts and linguistic expressions.’ Taking into consideration the level of the audience at that time ‘who felt bored when they listened to a speech for long or when it was difficult for them to realize,’the speech textbooks dealt mainly with expressive skills, but they also addressed skills for arrangement and conception in chapters like ‘speech skills’ and ‘keys to eloquence.’ Especially, from the fact that the speech textbooks accounted for arrangement and conception based on western logic and eastern Inmyeongbeop in ‘keys to eloquence,’ we can catch the influence of Japanese stylistics in the inchoate early modern period.
The examination of the speech texts published in the speech textbooks, I leave it for future research.

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