학문 목적 한국어 학습자의 학술 발표에 나타난 말하기 전략 사용 양상 연구 - 중국어권 고급 수준 학습자를 대상으로 - (A Study on the Use of Speaking strategies in Academic Presentations of KAP Learners: Focused on Chinese Advanced-level Korean learner)

서지정보

· 발행기관 : 한국화법학회
· 수록지 정보 : 화법연구 / 61호 / 1 ~ 22페이지
· 저자명 : 김보현

초록

This study aims to prepare basic educational data useful to Korean-language education by identifying the use and awareness of speaking strategies seen in academic presentations of advanced Korean-language learners. The results suggest the following. First, “Repair”, “Repetition” and “Distinct pronunciation” are the most frequently used strategies; the learners used these strategies mostly to manage communication problems. Moreover, each learner relied on only two or three specific strategies, with little variation. Second, pronunciation significantly affected the evaluators’ impression of the presentations. Thus, speaking with an appropriate pace, a natural accent, and correct articulation should be emphasized. Third, according to the differences between individual learners and Korean education experts’ evaluation results, speaking strategies in presentations can be categorized as positive or negative. However, even positive strategies, if used excessively, could give a negative impression. Learners should be enabled to take advantage of various strategies. Fourth, learners replied in the interview that they knew little about speaking strategies and had no specific educational experience with them, despite being at an advanced level. Moreover, they were unaware of the importance of speaking strategies or the strategies they used. However, most learners predicted that speaking strategies would improve their speaking proficiency and reported their desire to learn them. This study is significant as a basic study that revealed learners' use and awareness of speaking strategies in a real academic situation.

영어초록

This study aims to prepare basic educational data useful to Korean-language education by identifying the use and awareness of speaking strategies seen in academic presentations of advanced Korean-language learners. The results suggest the following. First, “Repair”, “Repetition” and “Distinct pronunciation” are the most frequently used strategies; the learners used these strategies mostly to manage communication problems. Moreover, each learner relied on only two or three specific strategies, with little variation. Second, pronunciation significantly affected the evaluators’ impression of the presentations. Thus, speaking with an appropriate pace, a natural accent, and correct articulation should be emphasized. Third, according to the differences between individual learners and Korean education experts’ evaluation results, speaking strategies in presentations can be categorized as positive or negative. However, even positive strategies, if used excessively, could give a negative impression. Learners should be enabled to take advantage of various strategies. Fourth, learners replied in the interview that they knew little about speaking strategies and had no specific educational experience with them, despite being at an advanced level. Moreover, they were unaware of the importance of speaking strategies or the strategies they used. However, most learners predicted that speaking strategies would improve their speaking proficiency and reported their desire to learn them. This study is significant as a basic study that revealed learners' use and awareness of speaking strategies in a real academic situation.

참고자료

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