분류체계·성분분석법 재개발 실행연구

An action research for re-development of Taxonomic Analysis & Componential Analysis

Spradley(1979)가 소개한 구조적 질문과 대조질문을 활용하는 분류체계분석방법과 성분 분석 방법은 그 유용성에서도 불구하고 너무 어렵고 복잡하게 느껴지도록 제시되어있기 때문에 많이 활용되지 않는다. 이 연구에서는 12개의 질문방법 중 가장 유용한 5개의 질문방법만 연계해서 질문하면서 분류체계·선분분석 표를 만들어 나가도록 분석법을 재개발하였다. 재개발된 분석법은 수업분서에서 쉽게 적용할 수 있도록 연수용 교재로도 개발되었다. 연수용 교재는 연구방법론 강의와 연구방법 연수회/워크숍에서 사용하면서, 참여관찰과 참가자들의 피드백 분석을 통해서 계속 수정해나가는 실행연구를 거쳐서 수정·보안되었다. 이 글에서는 연수교재 개발 절차를 소개하고, 최종 개발된 연수교재 중 핵심내용을 제시하였으며, 재개발된 분석방법들의 광범위한 활용 가능성에 대해서 논의하였다.

Taxonomic analysis using structural questions and componential analysis using contrast questions were introduced by Spradley in Ethnographic Interview(1979). Despite potential usefulness of these research methods, they have not been used much by educational researchers because the research methods presented by the book were regarded too complicated or difficult to be used by most readers. The object of this study is to simplify taxonomic analysis and componential analysis so that only one structural question(substitution frame questions) and four contrast questions(contrast set sorting question, triadic contrast questions, directed contrast questions and rating questions) are necessary. Moreover, all interviews conducted for this study used a set of cards to write an answer for the substitution frame questions on each of the cards. The use of cards help interviewers to conduct interviews more effectively by allowing them to use same cards for different questions without confusion and by making informants feel more comfortable. With this approach, many informants were found to regard the interview as a game. Through and action research, this study also developed a guidebook for researchers and teachers who want to use re-developed research methods. The first guidebook was developed in 2006 and has been refined continuously through several workshops, receiving feedback from participants in various occasions.