초록 열기/닫기 버튼
This study aims to survey the Korean language textbooks and curriculums that reflected interpretive communication and to seek a direction of interpretive communication education. An analysis of the Korean language textbooks and curriculums shows that ⑴in 1st～3rd curriculum period, monophonic interpretive communication is emphasized, ⑵in 4th curriculum period, interpretive communication is diminished, ⑶in 5th～6th curriculum period, noticing differences present in interpretive communication, and ⑷in 7th～2007 curriculum period, interpretive communication as meaning transaction is oriented. In spite of development of the perspective of interpretive communication education, it is not sufficiently complete. In the majority of cases, interpretation(or communication) afford the means of communication(or interpretation). The interpretive communication is a method of interpretation and interpretation itself in one. Therefore when educating interpretive communication, ‘one experience’ should be offered.
