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논문검색은 역시 페이퍼서치

> 한국화법학회 > 화법연구 > 42권 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 : 42권 0호 (2018)

일본어권 학습자의 말하기 효능감 연구

강소산 ( Kang Sosan )
한국화법학회|화법연구  42권 0호, 2018 pp. 1-33 ( 총 33 pages)
7,300
초록보기
The study aims to analyze speaking efficacy of Japanese Korean language students and identify implications for further speaking instruction. The responses of 103 Japanese Korean language learners were analyzed. Korean speaking efficacy of Japanese students is 2.31, which is low compared to the highest possible value of 6. An interview was conducted targeting 13 Japanese Korean language students and 9 Korean language teachers. The reasons for Korean Japanese language learners’ low levels of speaking efficacy are as follows: First, Japanese Korean language learners think that other people’s evaluation is important. Therefore, they are overly concerned with whether the listener is able to understand their speech. Second, since speaking is instantaneous, they experience difficulty when attempting to express themselves quickly. Third, their imagined standard of speaking proficiency is higher than other language learners. And they think their utterances should be perfect. Fourth, humility which influences the efficacy of Japanese students is considered virtuous in Japanese culture. Based on the results of the interview, the teaching implications Korean language instructors of Japanese students are as follows: First, preparing for the next class’s topic in advance is recommended. Second, pre-speaking task activities should be explained in detail. Third, teachers should develop small group activities in which students have the opportunities to speak with language learners of different nationalities in small groups. Fourth, teachers should create an atmosphere that accepts mistakes. Fifth, teachers should help Japanese Korean language learners develop rapport with teachers and classmates.

대화 장르 교육을 위한 ‘반응으로서의 말하기’

김중수 ( Kim Jungsu )
한국화법학회|화법연구  42권 0호, 2018 pp. 35-74 ( 총 40 pages)
8,000
초록보기
Conversation is characterized by a natural back-and-forth between speaker and listener. When a speaker initiates the conversation, the listener hears what the speaker says and feels either “positive emotions” or “negative emotions.” It is possible to express positive or negative emotions through sequence alternation and to influence the original speaker. First, as the response to your negative emotion; (1) talk about what you see and hear, using ‘I-message’ (2) talk about what you feel. (3) talk about what you want. Second, as the response to your positive emotion; (1) describe the other’s behavior or what they said as it is. (2) talk about the character of the behavior or what they said. (3) talk about the effects of the behavior or what they said on you. Applying the genre of conversation education was very effective in middle schools; however, I also intend to demonstrate the characteristics of teachers’ everyday responses even after the completion of a class or unit.

성별에 따른 억양의 공손전략 - 20대 대학생 자유발화 분석을 통하여 -

조민하 ( Jo Min-ha )
한국화법학회|화법연구  42권 0호, 2018 pp. 75-96 ( 총 22 pages)
6,200
초록보기
The purpose of this study was to examine the gender-based variability of politeness strategies in intonation. in order to examine these strategies, the spontaneous speech of university student born in Seoul was analyzed. The results of my analysis are as follow. First, The intonation used in the polite expressions reveals a significant correlation by gender. The nonassertive ‘M:’ was used more frequently by female speakers while the assertive ‘HL’ and ‘LHL’ were used more frequently by male speakers. Second, connective endings used in polite expression also differ by gender. Female speakers use a higher percentage and variety of polite expression connective endings than male speakers. Third, The meaning of polite expression is more diverse in female speakers while male speakers mainly used in the sense of ‘blame.’ Male speakers are relatively insensitive to perceptions of politeness and utilize socially high hierarchical politeness strategies.
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