초록 열기/닫기 버튼
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This paper aims to explore the alteration of teacher-student relationships in youth dramas aired from 1991 to 2012, through the transcription of dialogues and quantitative lexical analysis. Selecting one drama per decade from the 1990s to the 2010s, the study employs morphological analysis and the weighted log- odds ratio to extract key words, categorized into nouns, verbs, adjectives, and sentence-closing ending. By ranking the extracted keywords by their centrality and selecting those of significance, the study examines how the dynamics between teachers and students have changed, discussing these changes in the context of actual drama dialogues. This paper is significant for its quantitative approach to drama dialogues, previously limited to socio-cultural interpretations based on a limited selection of works, offering a diachronic perspective on the shifting dynamics of teacher-student relationships. Dramas, reflecting the thoughts of their times, serve as a suitable medium for studying generational shifts, yet the extensive volume of material has hindered comprehensive research. This study anticipates future holistic approaches to drama analysis, enabling meaningful exploration of cultural and educational shifts over time.
키워드열기/닫기 버튼
drama, lexical analysis, teacher-student relationship, quantitative approach, diachronic view
