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논문검색은 역시 페이퍼서치

> 한국화법학회 > 화법연구 > 30권 0호

화법연구검색

Korean Speech and Discourse Analysis


  • - 주제 : 어문학분야 > 기타제어문
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1598-9542
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 30권 0호 (2015)

한국어 말하기 성취도 평가에 대한 교사의 인식과 말하기 평가 효능감

강소산 ( Sosan Kang )
한국화법학회|화법연구  30권 0호, 2015 pp. 1-35 ( 총 35 pages)
7,500
초록보기
This study aims to check teachers’ recognition of Korean speaking achievement assessment in universities and to check the speaking assessment efficacy of teachers. This study involved performing in-depth interviews with teachers. The study revealed that, discourse ability and sociolinguistic ability, which are important elements of Korean speaking communication competence, were not assessed. Therefore, the construct validity of Korean speaking achievement assessment cannot be high. Further, three of the six teachers responded that there is no particular method of ensuring the reliability of the achievement assessment. All teachers responded that training for speaking assesment is required. Moreover, teachers expressed doubt as to whether the scores for Korean speaking achievement assessment are representative of an actual Korean communication competence. The speaking assessment efficacy of teachers is slightly higher than average. Factors affecting the speaking assessment efficacy of teachers include communication with other teachers about assessment criteria, career, and personality.

한국어교육을 위한 발음과 말하기 교육의 통합 방안 연구

권성미 ( Sungmi Kwon )
한국화법학회|화법연구  30권 0호, 2015 pp. 37-58 ( 총 22 pages)
6,200
초록보기
The purposes of the study are to identify the status of pronunciation in teaching speaking, to determine the difficulties in integrating pronunciation into teaching speaking, and to propose an approach for integrating teaching pronunciation into teaching speaking. The study, first, recognizes the status of pronunciation within the paradigm of the research on speaking. Second, the study investigates pronunciation as a construct of the assessment of speaking by analyzing the previously suggested lists of the constructs of Korean as a Second Language(KSL) speaking tests. Third, the study examines how the current KSL curricula deal with pronunciation. Finally, based on the research, the study presents an integrated model of pronunciation in teaching speaking.

한국어 학습자의 언어문화 차이로 인한 표현 이해 간섭 양상 연구 -요청 화행을 중심으로-

권순희 ( Soonhee Kwon ) , 정경화 ( Kyungwha Jung )
한국화법학회|화법연구  30권 0호, 2015 pp. 59-104 ( 총 46 pages)
12,100
초록보기
This study aims to identify effective communicative measures, from a cross-cultural speech act perspective, by figuring out the reasons behind the pragmatic errors and failures arising from Korean learners’ linguistic and cultural distinctiveness through the analysis of the practical examples of learners from English-, Japanese-, and Chinese-speaking countries learners and Korean native speakers request speech acts. For this purpose, how Korean learners, compared to 51 native speakers of the above-mentioned languages, had spoken in various situations was looked into. Discourse completion tests and focus group interviews with survey participants were conducted to figure out how their request speech acts were expressed. The most frequently used request strategy used by the four groups was to ask about a possibility of being accepted, when it came to the frequency of a request being made by language. However, due to linguistic and cultural uniqueness, the responses, such as Japanese Korean learners using the imperatives of directly making a request and the learners from English-speaking countries not making a request to others, were scored relatively higher than those of the other language sectors. The degree to which the participant felt burdened when making a request per language and the difference made by the distinct characteristics of each linguistic and cultural sector in uttering speech acts are summarized as follows. First, as for Korean native speakers and Japanese Korean learners, due to their being considerate to seniors and the culture of senior-junior relationships, listeners, rather than speakers, scored higher on a scale for feeling burdened, than those of the other language cultures, in either public or private situations where they weremaking a request to listeners in power, irrespective of whether they had maintained a close relationship with each other. Second, Japanese Korean learners and Chinese Korean learners revealed different aspects in their auxiliary strategy when asking favors to others. While Chinese Korean learners proposed compensation or expressed gratitude in advance on the presumption that the listener would accept the speaker’s request, Japanese Korean learners expressed their feeling grateful in the form of feeling sorry because of Japan’s cultures of apologies and thanks. In addition, Korean native speakers scored high on a scale for the realization of politeness when the requests, good for the speaker, burdensome for the listener, were made. Third, in the English-speaking culture where a kept promise is valued, the degree to which one felt burdened was high regardless of how close, powerful, or private the relationship between speaker and listener might be. Also, even in the same Oriental linguistic and cultural sector, there was a difference in frequency in which one felt burdened when asking favors depending on whether their relationship was private or public. As for the Japanese Korean learners whose promise culture was as important as that of English-using cultures, the burden of asking favors was scored high as well.

초등학생의 소집단 활동에 나타난 학습 대화의 양상 연구

김승현 ( Seunghyun Kim )
한국화법학회|화법연구  30권 0호, 2015 pp. 105-145 ( 총 41 pages)
11,600
초록보기
Elementary school students are often educated via small-group activities; however, education on communication within those small groups to gain knowledge is often neglected and thus fails to fulfill the intended objectives of small-group education in the first place. This study examines patterns of communication within small group activities of Korean elementary school classes and suggests ways to have small-group communication contribute to knowledge accumulation. Considering the level of learning, six small groups were organized in the following levels: advanced, upper-middle, and lower-middle. The advanced group’s conversation patterns showed that they did exchange knowledge but not in a mature manner. Most groups showed that a group conversation could proceed up to the level of knowledge exploration. Regarding content construction, aspects of argumentation and knowledge accumulation usually occurred, and the conversation tended to center around the host. Talk plays a significant role in resolving problems with collaboration and knowledge construction within a small group. It is necessary to create educational content for small group talk that can contribute to learning based on the level at which the elementary school students are.

모둠 토론에서 초등학생들의 끼어들기 양상

김윤정 ( Yunejung Kim ) , 옥현진 ( Hyounjin Ok )
한국화법학회|화법연구  30권 0호, 2015 pp. 147-174 ( 총 28 pages)
6,800
초록보기
This study provides educational implications for discussion education by exploring elementary school students’ interruptions in group discussions. In total, 17 group discussions in 4 different classrooms were observed and audio-taped. Collected data were transcribed and analyzed in three different categories (function, format, and agents of the interruption) and several sub-categories were extracted to show multi-faceted aspects of interruption. The results show that interruptions in the elementary school classroom discussions occur very frequently, in various ways and in non-cooperative manners. Thus, systematic education to correct this is indispensable. Contents and specific teaching plans and strategies regarding interruption are discussed and topics for follow-up studies are suggested.

또래 간 고민대화에서 공감성향과 공감지각에 따른 반응발화 선택

박성석 ( Seongseog Park )
한국화법학회|화법연구  30권 0호, 2015 pp. 175-215 ( 총 41 pages)
11,600
초록보기
This research aims to find out what kind of responses in peer group troubles-talk can be considered empathic responses. The research regarded Emotional Empathic Tendency(EET) and Self-Recognition of Empathy(SRE) as criteria to define empathic responses. Both EET and SRE were treated as independent variables, and 12 response types, which were produced in 102 subjects’ utterances, as dependent variables. To verify the effect of EET and SRE on responses, a binary logistic regression analysis method was used. This found that EET had an influence on three response types and SRE on just one response type. By interpretation of these response types, based on some advanced studies, the researcher found that EET and SRE have an independent effect on the selection of responses in peer-group troubles-talk. Specifically, EET had an effect on the use of responses that consider the listener’s emotion, such as face or politeness, while SRE had an effect on the use of responses that reveal similar trouble for the respondent, by which they could reveal their empathy.

화자의 스피치 수행에 대한 반성적 사고 양상 연구

박창균 ( Changgyoon Park )
한국화법학회|화법연구  30권 0호, 2015 pp. 217-248 ( 총 32 pages)
7,200
초록보기
This study derives the implications for speech education by analyzing reflective thinking aspects of speakers. The results of this study are as follows. First, the speaking anxiety of the speaker necessitates an individualized education. Second, speaker analysis is important for speakers in ‘speaking experience’. Third, language, para-language, and non-verbal expression elements can be learned effectively by employing the meta-cognition of the speaker. Fourth, there is a need to expand the concept of regulation in speech. Fifth, the improvement of speech skills should be promoted through goal-oriented speeches. Sixth, the speaker and the audience should transact through the speech. Seventh, video feedback, self-evaluation method, and peer-evaluation are effective for speech learning.

교실 의사소통에서 “손짓 언어”의 연구 쟁점과 적용 가능성 탐색

이선영 ( Sunyoung Lee )
한국화법학회|화법연구  30권 0호, 2015 pp. 249-277 ( 총 29 pages)
6,900
초록보기
Hand gestures are important in human cognition and constitute a pervasive element of human communication. Yet there exists few educational research that focuses on the role of gestures in knowing and learning and the implications they have for designing and evaluating educational environments. The purpose of this article is to provide a review of the existing literature about hand gestures and thought, verbal, non-verbal communication circumstances. and classified hand gestures into three types: transitional, interactive, representational throughout reviews. And to find out more concrete hand gesture strategies in classroom communication I analysed elementary classroom teaching discources(3, 4 grade) and interviewed experienced hand gesturing (focused on emblems) teachers. the findings suggest that hand gestures in classroom helps effective classroom communication and facilitate learning precesses. In conclusion I proposed hand gesture application strategies according to types of teacher-student relationships and cognitive, affective, behavioral approaches. Although further research is necessary to understand and articulate potential focus questions that are relevant to educational research of knowing, learning, and teaching.

국어와 한국어 구어교육 비교 연구

임칠성 ( Chilseong Im )
한국화법학회|화법연구  30권 0호, 2015 pp. 279-301 ( 총 23 pages)
6,300
초록보기
Some differences exist in oral communication education between Korean as a foreign language (KFL) and Korean as a native language (KNL). The former aims to raise Korean students’ ability to utilize their native language while the latter aims to teach foreign students to effectively use Korean. The gap is not confined to education, but also its contents and methods, and is significant due to different conceptual processes. Therefore, different educational approaches are required. Considering students’ different perceptions, educators must seek solutions in learners’ inner process, rather than institutional areas. Educational contents and methods are compared in terms of aims, learners’ inner thinking process, and the language usage context. First, regarding leaners’ aims, Korean native learners aim to raise thinking ability, maintain good relationships, identify fundamental solutions to problems, and establish their language as a cultural asset, while foreign or second language learners seek to improve linguistic abilities to understand and speak Korean and grasp its cultural foundation. Second, regarding their thinking process, native language learners comprehend and express without another language while most foreign language learners are affected by their mother tongue. Thus, Korean oral communication education should focus on developing learners’ thinking ability, including accuracy, while Korean as a foreign language and Korean as a native language education should encourage them to comprehend various contexts and to communicate with each other and share experiences using Korean.

한국어 사용자의 손짓언어 연구 -잡기/쥐기 손짓을 중심으로-

임혜원 ( Hyewon Lim )
한국화법학회|화법연구  30권 0호, 2015 pp. 303-323 ( 총 21 pages)
6,100
초록보기
This paper explores Korean language users’ hand gestures within the framework of cognitive linguistics. Human body language provides good evidence of an interrelation of physical experiences, cognitive processes, and language. From a cognitive linguistic approach; the concept structure is motivated by physical experiences, cognitive linguists call this process “embodiment”. This paper considers that hand gestures reflect a concept structure like entity metaphor, a kind of ontological metaphor. Entity metaphor is understanding abstract concepts in terms of physical objects. Understanding our experiences in terms of objects allows us to pick out parts of our experience and treat them as discrete entities of a uniform kind (Lakoff & Johnson, 1980, pp. 25). Catching imaginary entity gesture reflecting entity metaphor appears frequently. For example, the speakers touched a virtual object with their hands and motioned to dismantle it or reduce its size while speaking. This suggests that we use entity metaphors in everyday verbal/nonverbal language.
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