영화를 활용한 비언어적 의사소통의 이해 교육 방안 연구: 이창동의 영화 『시』를 중심으로 (A Study on the Comprehension Education in Nonverbal Communication through Cinema: Focusing on Chang-dong Lee’s Film Poetry.)

서지정보

· 발행기관 : 한국화법학회
· 수록지 정보 : 화법연구 / 29호 / 145 ~ 182페이지
· 저자명 : 이은홍

초록

The purpose of this study is to design an educational method that improves students’ interpretative ability in nonverbal communication. For this purpose, the existing problems of nonverbal communication education were analyzed. As nonverbal expression is regarded as a sign that represents customary meaning, the people who use nonverbal expressions are not considered. Also, nonverbal communication education is limited to the lower sequence. There are three approaches to nonverbal communication education. First, the structural approach is to classify nonverbal expressions by type. Second, the functional approach is to evaluate the suitability of nonverbal expressions. Third, the constructional approach is to construct the meaning of nonverbal expressions in the context of the communication. In accordance with these approaches, decoding, evaluation, and interpretation are explained. Decoding is the conversion of nonverbal expressions into linguistic meanings that are customary and fixed. Evaluation is the assessment of whether the nonverbal expressions selected to achieve the intended meanings are appropriate or not. Interpretation is the interpreter’s active construction of the significance of the nonverbal communication. In addition, three principles are set up to teach how students interpret nonverbal expressions: the principle of singularity, principle of complexity, and principle of creativity. Using these elements, students have experiences of constructing creative and critical meanings of nonverbal communication that cannot be easily fixed, and creating a new meanings of nonverbal communication.

영어초록

The purpose of this study is to design an educational method that improves students’ interpretative ability in nonverbal communication. For this purpose, the existing problems of nonverbal communication education were analyzed. As nonverbal expression is regarded as a sign that represents customary meaning, the people who use nonverbal expressions are not considered. Also, nonverbal communication education is limited to the lower sequence. There are three approaches to nonverbal communication education. First, the structural approach is to classify nonverbal expressions by type. Second, the functional approach is to evaluate the suitability of nonverbal expressions. Third, the constructional approach is to construct the meaning of nonverbal expressions in the context of the communication. In accordance with these approaches, decoding, evaluation, and interpretation are explained. Decoding is the conversion of nonverbal expressions into linguistic meanings that are customary and fixed. Evaluation is the assessment of whether the nonverbal expressions selected to achieve the intended meanings are appropriate or not. Interpretation is the interpreter’s active construction of the significance of the nonverbal communication. In addition, three principles are set up to teach how students interpret nonverbal expressions: the principle of singularity, principle of complexity, and principle of creativity. Using these elements, students have experiences of constructing creative and critical meanings of nonverbal communication that cannot be easily fixed, and creating a new meanings of nonverbal communication.

참고자료

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