장애 관련어의 비유적 사용에 관한 연구 : 대학생의 ‘절다’ 사용 경험과 인식 조사를 중심으로

초록

This study investigated university students' experiences and perceptions of the figurative use of jeolda(절다) and discussed the role of general education. Two surveys—comprising five multiple-choice items and one open-ended item—were administered to students enrolled in writing courses. The results showed that exposure to the figurative use of jeolda(84.7%) and perceived naturalness(74.1%) were high, whereas association with disability(21.8%) and willingness to substitute the expression(33.5%) were low, indicating that while the expression has been internalized as everyday language, awareness of its problematic nature remains limited. By academic track, students in the social sciences showed significantly higher levels of disability association and willingness to substitute than those in engineering; however, since the majority were first-year students, this difference was interpreted as reflecting prior characteristics rather than the effects of disciplinary education. In the open-ended responses, the proportion of students endorsing substitution increased across all sections, with a larger increase observed in the engineering track. This rise suggests that the act of articulating reasons in writing itself induces reflective thinking. Regardless of speakers' intentions, this expression may function as a microaggression that uses disability as a signifier of deficiency. Accordingly, reading–writing integrated activities in general education can serve as an effective means of cultivating critical language awareness.

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