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> 한국화법학회 > 화법연구 > 44권 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 : 44권 0호 (2019)

한ㆍ중 공적 사과문의 대조 분석적 연구

강우동 ( Jiang Yutong )
한국화법학회|화법연구  44권 0호, 2019 pp. 1-30 ( 총 30 pages)
7,000
초록보기
This study aimed to analyze the structure and strategy of formal apology statement made by Korean and Chinese public figures. With the development of the media in recent years, Korean and Chinese entertainers have received a lot of attentions as public figures. If they commit a mistake, they offer a formal apology because they receive a lot of criticism over such incidents. However, these apologies are very different in their approaches. This study analyzed the differences in the structure and strategy between Korean and Chinese apologies. Since the culture of apology is different for the Koreans and Chinese, the structure and strategy of their apology messages are also different. The research found that, there are three types of apology structures. The Korean apology approach uses the “greetings - sender - body” structure more commonly than the “sender- body” and “body” structures. While the Chinese apology primarily uses the “body” structure. In the Korean apology, the “sender” details and the “body” are included, but in the Chinese apology, the “sender” information is not included. The Chinese apology also usually does not begin with “greetings” unlike the Korean apology. The most commonly used the Korean apology strategy is the one that includes a clear apology and admission of responsibility with a promise to prevent a recurrence of the incident. It also uses repetitive expressions or strong words to express emotions of remorse, and includes statements on remdial actions and solutions. In contrast, the Chinese apology typically uses a combination of the clear apology, clear admission of responsibility, explanation, and implications strategies along with a promise to prevent recurrence.

북한 초급중학교 교수요강과 교과서 비교 분석 -듣기ㆍ말하기 영역을 중심으로-

이민형 ( Lee Min Hyoung )
한국화법학회|화법연구  44권 0호, 2019 pp. 31-80 ( 총 50 pages)
12,500
초록보기
In this study, the curriculum of North Korea and the latest revised textbooks were selected and analyzed. This study sees that the ‘implementation of the fulfillment standards in the textbooks’ in South Korea can not be applied in North Korea and examined how the North Korean curriculum was actually implemented in terms of the ‘unit’ and ‘learning activities’ of the textbooks . As a result, the actual practice of listening and speaking teaching and learning in North Korea may be smaller than teaching instructional documents. It is suggested that the textbooks and textbooks should be analyzed in a juxtaposition, if they are to be inferred from North Korea's listening and speaking teaching and learning.

학문 목적 말하기 평가에서 읽기 통합형 과제 응답의 담화적 특성 -읽기 자료 사용을 중심으로-

이승원 ( Lee Seungwon ) , 조수진 ( Cho Su-jin ) , 홍은실 ( Hong Eun-sil ) , 이성준 ( Lee Sung-jun ) , 오예림 ( Oh Ye-rim ) , 민병곤 ( Min Byeong-gon )
한국화법학회|화법연구  44권 0호, 2019 pp. 81-119 ( 총 39 pages)
7,900
초록보기
This study aimed to qualitatively analyze the responses to the integrated tasks for the Korean Speaking Test for Academic Purposes (KoSTAP), to discover the types and the usage of reading stimulus and to examine the discourse characteristics according to the test takers’ scores. It was known that the stimulus necessary for constructing the integrated speaking tasks have a certain influence on the performance of the task. This study was conducted by conducting a discourse analysis of the task takers’ performance in integrated reading-speaking tasks collected through the KoSTAP. The use of reading stimulus was categorized into “reproduction“ and “creation“. Four subtypes of “reproduction“ and five subtypes of “creation“ were also identified.

중·고등학생의 인식론적 신념과 교실 대화 참여 및 경험의 상호적 관계

최나은 ( Choi Naeun )
한국화법학회|화법연구  44권 0호, 2019 pp. 121-165 ( 총 45 pages)
12,000
초록보기
This study focused on epistemological beliefs, which is a system of beliefs about the nature of knowledge and process of knowing that learners participating in classroom communication have. The purpose of this study is to prove the hypothesis that learners' epistemic beliefs influence classroom communication participation and that their experience of classroom communication, in turn, affects their reformation of epistemological beliefs. This study quantitatively analyzed the relationship between epistemological beliefs, participation in classroom communication, and experience of 287 middle and high school students using survey research methods. The results of the research can be presented in three points. First, the belief that experts are the sources of knowledge negatively affects students' participation in small group dialogues. Second, students with more experience in group activities have more sophisticated beliefs in knowledge source than students without experience. Third, epistemological beliefs of high school students are simpler than those of middle school ones in terms of knowledge source and learning ability. Therefore, it will be important to provide a rich experience of meaningful small group conversations for high school students, as well as broaden their perspectives and expand their thinking about a specific knowledge by asking open questions in class. This study is meaningful in that it expands current knowledge on speech communication education by showing the importance of learner's belief in the process of acquiring knowledge in classroom communication.
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