말하기 교육에서 글쓰기의 효과와 연계방안

황성근 ( Seong Keun Hwang ) 한국작문학회 2009 작문연구 Vol.0 No.8

현재 대학에서 말하기와 글쓰기 교육 프로그램이 많이 개설되고 있다. 그러나 말하기와 글쓰기 교과목이 서로 연계되어 개설되기 보다는 서로 분리되어 개설되는 경우가 많다. 그로 인해 학생들의 교육 또한 말하기와 글쓰기가 연관성상에서 이뤄지기 보다는 분리된 채 행해지고 있는 실정이다. 말하기와 글쓰기 교육의 연계는 학생들의 교육을 효과적으로 하기 위해 그리고 통합적으로 행하기 위해 필요하다. 말하기와 글쓰기의 통합모델은 현재 말하기 교육이 대표적이다. 말하기 교육은 발표와 토론교육을 의미한다. 말하기 교육에서는 말하기는 물론 글쓰기가 가르쳐지고 글쓰기는 특히 말하기의 토대가 된다. 말하기 교육에서 생산되는 글은 다양하다. 발표교육에서는 발표 준비서를 비롯해 발표문, 발표개요서, 발표평가서가 있고 토론 교육에서는 토론논제 보고서와 토론 전략서, 토론평가서가 있다. 이들 글은 말하기의 토대적인 역할을 한다. 더구나 말하기 교육에서 글쓰기는 실제 글쓰기의 효과적인 부분을 제공한다. 우선 말하기 교육에서는 글쓰기에서 중요시 되고 있는 주제에 대한 심화적인 파악을 가능하게 한다. 말하기 교육에서 주제의 파악은 화자와 청자의 대면적인 관계를 갖는 까닭에 필자의 입장에서만이 아니라 독자의 입장에서도 가능하다. 특히 글쓰기를 독자의 입장에서 어떻게 하는 것인가의 깊이 있는 고찰을 하게 만든다. 그리고 말하기 중심의 글쓰기를 가능하게 할 뿐만 아니라 글쓰기의 논리성 부분도 터득하게 한다. 결국 이들 부분은 말하기 교육에서 말하기와 글쓰기의 연계성을 위한 실질적인 교육으로 이어지게 할 수 있다. 따라서 말하기 교육에서는 말하기와 글쓰기의 연계적인 이론을 제시함은 물론 글쓰기에 대한 평가도 고려할 필요가 있다. 이는 결국 학생들로 하여금 말하기와 글쓰기의 연계적인 학습을 가능하게 함은 물론 말하기와 글쓰기의 통합적 접근을 통한 효과적인 의사소통 교육을 가능하게 한다고 할 수 있다. 현재 말하기와 글쓰기의 교육에 대한 연계성에 대한 깊이 있는 통찰과 연구도 더욱 요구 되어진다고 할 수 있다. Nowadays the curriculum about speaking and writing is being established in the University. But lectures about speaking and writing education are opened rather separately than connectedly each other and the studying of student is realized separately. But speaking education and writing education must be connected. The connected model for speaking and writing is an education of speech and debate. It is so called speaking education. In speaking education is learned not only speaking but also writing. And writing is based on speaking. Writings that are produced in speaking education are various. The writing for the preparation of speech, the manuscript for speech, the writing for the abstract of speech and for the valuation of speech are written in speech education. In debate education are written the writing for the preparation of debate, the manuscript for debate, the writing for the abstract of debate and writing for the valuation of debate. The speaking education helps writing of students very much. The speaking education make students the subject for writing understand deeply and perfectly. In speaking education can the subject for writing be understood by writing itself and by the course of speaking and it is possible that students understand the subject not only in the position of writer but also in the position of reader. And the speaking education makes it possible to write in the middle of reader and in the middle of speaking. In speaking education can students learn the logical development of composition and content for writing. It is possible in writing for debate. These elements have an important effect writing and make actual writing possible. Accordingly it is necessary that speaking and writing is connected deeply and writing must be excised thoroughly in speaking education. As a result, I think, to teach speaking and writing together gives students many educational effects.

‘자신 있게 말하기’ 지도에 대한 고찰

김윤옥 청람어문교육학회 2020 청람어문교육 Vol.0 No.77

This study explores the teaching contents of ‘speaking confidently’ to first and second graders in an elementary school. To achieve the purpose of this study, researcher inquired the meaning of confidence in preceding researchs and analyzed the listening speaking Area in Korean Language Curriculum and Textbooks. And researcher surveyed the 1-2 grade teachers’ teaching method of speaking confidently on the first week of January 2019. Analysis shows that ‘speaking confidently’ is set education contents of public speaking. Because confidency is important in public speaking to 1-2 graders in elementary school. loud voice is important factor in ‘speaking confidently’. The teachers thought importantly Speak expression in education contents but taught in consideration of the psychology of students in speaking situation. How to improve the teaching ‘speaking confidently’, we should suggest the concrete way of A confident voice and present separately in speaking contents, speankig expression method and the solution of Speaking anxiety. Therefore, the results are beneficial in developing the listening and speaking aspects of textbooks as well as the teaching methods used with the lower graders in elementary schools. 본 연구는 초등학교 1,2학년에서 교육되고 있는 ‘자신 있게 말하기’의 의미와 지도 내용을 살펴보고자 한다. 이 연구를 수행하기 위하여 자신감의 의미를 알아보고, 듣기 말하기 교육과정과 교과서에 제시된 ‘자신 있게 말하기’ 내용을 분석하였다. 그리고 2019년 1월 첫째 주에 세종시 A초등학교 1,2학년 교사들을 대상으로 ‘자신 있게 말하기’에 대한 지도 방법을 설문조사하였다. 그 결과, ‘자신 있게 말하기’는 공식적인 말하기로서 초등학교 1,2학년에서는 자신감을 중요하게 다루어 설정한 교육내용임을 알 수 있었다. 또한 ‘자신 있게 말하기’에서 큰 목소리를 중요하게 인식하고 있었다. 교사들은 ‘자신 있게 말하기’ 교육내용으로 표현하는 방법을 중요하게 생각하였으나 실제로 지도할 때에는 학생들의 심리를 고려하여 지도하고 있었다. 개선 방안으로 ‘자신 있게 말하기’를 지도하기 위해서는 자신 있는 목소리를 내기 위한 구체적인 방법을 제시하고, 교육내용으로 말할 내용 정하기, 표현 방법, 말하기 불안 해소로 구분하여 제시하기 등을 제안하였다. 이 연구는 초등학교 저학년 학생들의 듣기 말하기 지도방법과 교재 개발에 도움을 줄 것이다.

중국어 말하기 효능감이 수업 활동 선호도에 미치는 영향— 대학 교양중국어 학습자를 대상으로

이앤슈아이 한국중국어교육학회 2025 중국어교육과연구 Vol.- No.45

본 연구의 목적은 대학 교양중국어 학습자의 중국어 말하기 효능감 양상을 살펴보고 말하기 효능감과 수업 활동 선호도의 관계를 밝히는 데 있다. 이를 위해 먼저 학습자의 말하기 효능감 특징과 양상을 살펴보았다. 다음으로 학습자 변인에 따른 중국어 말하기 효능감의 차이를 확인하였다. 마지막으로 중국어 말하기 효능감이 수업 활동 선호도에 영향을 미치는지 검토하였다. 연구 결과는 다음과 같다. 첫째, 전반적으로 말하기 효능감은 비교적 높은 수준으로 나타났으며, 특히 학습자들은 어려운 중국어 발음에 도전하는 것을 즐기는 경향을 보였다. 반면에 문법을 정확하게 사용해서 말하는 효능감은 가장 낮았다. 둘째, 전체적으로 남학생과 여학생 간의 말하기 효능감에는 통계적으로 유의미한 차이가 없었으나, 일부 문항에는 차이가 나타났다. 여학생은 남학생보다 중국어로 말할 때 실수하는 것에 대한 두려움이 더 높은 것으로 나타났다고 선생님이 발표를 시키는 상황에서 더 많은 불안감을 느끼는 것으로 나타났다. 셋째, 전체 말하기 효능감과 모든 수업 활동 선호도 문항에서 유의미한 관계가 나타났다. 즉 중국어 말하기 효능감과 말하기 수업 활동 선호도 간의 상관관계가 있다고 볼 수 있다. 본 연구는 대학 교양중국어 학습자의 중국어 말하기 효능감 양상을 살펴보고 말하기 효능감과 수업 활동 선호도의 관계를 밝혔다는 데 의미가 있겠다. 다만, 숙달도, HSK 등급 등 변인을 고려하지 못하였다는 한계가 있어 일반화하기에는 제약이 따를 것이다. 본 연구의 결과가 대학 교양중국어 학습자의 중국어 말하기 교육에 미약하나마 일정한 방향성을 제시할 수 있기를 기대한다. This study aims to examine the patterns of Chinese speaking self-efficacy among college students enrolled in general Chinese courses and to clarify the relationship between speaking self-efficacy and preferences for classroom activities. To achieve this, we first analyzed the characteristics and trends of learners' speaking self-efficacy. Next, we explored differences in speaking self-efficacy based on learner variables. Finally, we investigated whether speaking self-efficacy influences students' preferences for classroom activities. The key findings are as follows: First, overall Chinese speaking self-efficacy was relatively high, with learners particularly enjoying the challenge of mastering difficult Chinese pronunciation. However, their self-efficacy in speaking with grammatically accurate sentences was the lowest. Second, while there were no statistically significant differences in speaking self-efficacy between male and female students overall, certain individual aspects showed variation. Female students exhibited a greater fear of making mistakes when speaking in Chinese compared to male students and experienced higher levels of anxiety when asked to speak by the teacher. Third, a significant correlation was found between overall speaking self-efficacy and all aspects of classroom activity preferences. This suggests that learners with higher speaking self-efficacy are more inclined to prefer speaking-related classroom activities. This study is significant in that it explores the patterns of Chinese speaking self-efficacy among college learners and reveals its impact on classroom activity preferences. The findings may provide valuable insights for the development of more effective Chinese speaking instruction.

AI펭톡을 활용한 초등영어 말하기 수업의 효과

장지혜(Ji hye Jang),김정렬(Jeong-ryeol Kim) 한국교원대학교 초등교육연구소 2022 초등교과교육연구 Vol.37 No.-

This study is to examine the effect of elementary school English speaking classes using AI PengTalk. To this end, after using AI PengTalk, an English speaking interview is conducted to evaluate the changes in students' English speaking ability and a questionnaire is given to analyze their attitude toward learning English speaking before and after AI PengTalk classes. Elementary English speaking classes using AI PengTalk were planned and implemented to elementary 3rd grad classes, and the ‘Pengsoo Fashion Show’ project was done so that AI PengTalk could be used self-directedly in addition to the regular classes. The findings are: Firstly, it was found that the elementary English speaking class using AI PengTalk was meaningful in improving the accuracy and fluency of students' English speaking. Secondly, it was found that elementary English speaking classes using AI PengTalk have a positive effect on increasing students' interest and confidence in speaking English. Lastly, it was analyzed that connecting AI PengTalk with offline educational activities encouraged students to use AI PengTalk more actively.

음성언어 중심의 연어학습과 문자언어 중심의 연어학습이 초등학생의 말하기 능력에 미치는 영향

이수진 ( Lee Su Jin ),홍선호 ( Hong Sun Ho ) 서울교육대학교 초등교육연구원 2017 한국초등교육 Vol.28 No.3

EFL learners with limited exposure to English-speaking environment often encounter difficulties learning a broad range of vocabulary, and therefore require productive vocabulary teaching methods to effectively enhance their communication skills. Lewis(1993), acknowledging that English language is comprised of multi-word phrases, suggested the use of collocation-based teaching method. Note that previous studies mostly aims at comparing the effects of collocation learning against those of individual vocabulary learning; this study consults the relevant results of previous studies, and bases itself on the premise that collocation-based learning is more effective than individual vocabulary learning. Provided that collocation-based learning is more effective, this study shall examine the different methods most efficacious on the communication skills of the learners. Expressly, the study concentrates on the different effects of spoken- and written-based collocation learning on the speaking ability and affective domains of third- and fourth-grade learners. The analysis of the evaluation results of post short-term speaking tests indicates no statistically significant difference in speaking ability between the groups, domains, and levels of the third and fourth graders. Since there is no statistical difference between the groups, it can be understood that the collocation-based learning method as set in this study does not have a significant influence improving the speech ability in the short run. On the other hand, the post long-term speaking evaluation results show that, in the long run, spoken- and written-based collocation learning has a positive effect on the improvement of speaking ability. For instance, in the case of third grade, the group that studied with spoken-based collocation showed a statistically significant improvement than the other group. Also, the spoken-based collocation learning method has more positive effects on the affective domain than the written-based collocation learning method. The significance of this study lies in that it focuses on the teaching method of collocation-based vocabulary learning and its effects on speaking ability. For instance, the customization of the ratio, extending the third-grade learners toward the spoken-based, and fourth-grade learners to the written-based collocation learning can help learners` speaking ability. The suggested study is meaningful as a follow-up study on the collocation teaching method by embodying learning method for different grades and collocation types.

춘추전국의 말듣기와 말하기 담론-수사학의 개화

김월회 한국수사학회 2023 수사학 Vol.- No.48

The discourse on words in the Spring and Autumn Warring States Period can be broadly categorized into discourse on words itself, discourse on listening and speaking, and discourse on polishing words. This article aims to lay the foundation for the study of Chinese rhetoric as polishing words by examining discussions on listening and speaking of the Spring and Autumn Warring States Period. The discussion of listening to words is represented by "察言(examine the words)" and "知言(know the words)". The goal of 察言 and 知言 is "to understand the words". In this context, understanding the words is to grasp the surface meaning and the deep meaning which is the mind, intention and feeling of the speaker. Confucian School and Miscellaneous School, basically discussed listening to words in this context. Han Bijia(韓非子), a legalist, combined the art of ruling with the art of listening to words, which means to match words with the results of their execution. Speaking discourse in the Spring and Autumn Warring States Period can be broadly categorized into "愼言(to speak carefully)" and "無言(mute, not to speak)". The former encompasses the speaking styles of "訥言(stuttering)", "時言(to speak at the right time)", and "不言(not to speak unless it is appropriate)". This is the speaking, discourse that Confucian School, as well as Mohist School and Legalism School, had in common. "無言", which means "to speak without speaking", represents the speaking discourse of the Taoist School. These listening and speaking discourses indicate that Chinese rhetoric was in full swing in ancient China, at least during the Spring and Autumn Warring States Period, because listening and speaking are themselves part of the practice of rhetoric. In other words, rhetoric in the Spring and Autumn Warring States Period was no longer just in its infancy, but had entered a full-fledged stage, achieving a considerable degree of breadth and depth. 춘추전국시대의 말에 대한 담론은 크게 말 자체에 대한 담론, 말듣기와 말하기에 대한 담론, 말닦기[修辭]에 대한 담론으로 나누어 볼 수 있다. 이 글은 춘추전국시대의 말 담론 가운데 말듣기와 말하기 관련 논의를 고찰함으로써 말닦기로서의 수사 고찰의 기초를 다지고자 기획되었다. 말듣기 관련 논의는 ‘찰언(察言, 말을 살펴 파악하다)’, ‘지언(知言, 말을 따져 알다)’ 등의 표현으로 개괄할 수 있다. 찰언이나 지언의 목표는 “말을 앎”에 있다. 여기서 말을 앎이라고 함은 말의 표층의 의미와 함께 심층에 담겨 있는 뜻을 파악하는 것이고, 이는 화자의 마음을 파악하는 일이 된다. 공자 등의 유가는 물론 법가와 잡가 등도 기본적으로 이러한 바탕 위에 말 듣기 논의를 개진하였다. 법가인 한비자는 통치술과 결합하여 말과 그 실행 결과를 맞추어본다는 뜻의 참언(參言)의 말듣기 논의를 펼쳤다. 춘추전국의 말하기 담론은 크게 “신언(愼言, 신중하게 말하다)”과 “무언(無言, 말하지 않다)”으로 나누어볼 수 있다. 신언은 “눌언(訥言, 더듬듯이 말하다)”, “시언(時言, 적절한 때에 말하다)”, “불언(不言, 적절하지 않으면 말하지 않다)”의 말하기 방식을 포괄하며, 이는 유가는 물론 묵가, 법가 할 것 없이 공통적으로 제시했던 말하기 담론이다. “말하지 않다”는 뜻의 “무언(無言)”은 도가 계열의 말하기 담론을 대표한다. 이와 같은 말듣기, 말하기 담론은 고대 중국에서 수사학이 적어도 춘추전국시대에는 본격적으로 펼쳐졌음을 일러준다. 말듣기와 말하기는 그 자체로 말 닦기, 곧 수사(修辭)의 일부를 이루기 때문이다. 춘추전국시대의 수사학은 단지 시작 단계를 머무르지 않고 상당한 수준의 폭과 깊이를 구현하면서 본격적으로 전개되는 발전의 단계에 접어들었던 것이다.

원어민 교수와의 협동 수업이 대학생 학습자의 미시적 거시적 영어 말하기 능력에 미치는 영향: 토익말하기시험을 중심으로

이정아 한국현대영어영문학회 2013 현대영어영문학 Vol.57 No.1

Lee, Jeong Ah. “The Effects of Collaborative Teaching on Acquiring Micro and Macro Speaking Ability: Focus on TOEIC Speaking”. Modern Studies in English Language & Literature 57.1 (2013): 199-219. The primary goal of this study is to identify the effects of collaborative teaching and the proficiency levels acquired in the areas of micro speaking ability such as grammar and vocabulary as well as macro speaking ability such as using conversation strategies when teaching TOEIC Speaking skills. This study uses regression analysis to analyze the self-reporting survey responses on the use of micro and macro speaking ability. In addition, two raters analyze the feedback that students received from their instructors based on Brown (2004)`s micro and macro speaking ability list. The statistical results indicate that native English-speaking teachers can help students to acquire micro speaking ability; however, macro speaking ability is acquired only in collaborative teaching because the macro speaking ability is taught in the students` mother tongue. This study shows that collaborative teaching is more effective to teach macro speaking ability especially for learners who have low level of English proficiency. It is evident that it is necessary to determine which teaching style is more effective by first identifying the goals of the curriculum. (Sungkyul University)

외국인 유학생의 한국어 말하기 실태 분석 연구

윤지원,이기영,오승영 시학과언어학회 2010 시학과 언어학 Vol.0 No.19

The present research, which aims to improve speaking ability of the foreign students in Korean universities, analyzes the actual speaking facts of the students. The research was made by analyzing the "Speaking Dairy" written by the academic purposed foreign students. The departments in the diary is composed of 'Where the speaking took place', 'The type of the conversation', 'To whom you spoke', 'The number of your speaking partners', 'The topics of your conversation', 'The length of the conversation' and 'Speaking troubles'. A particularly attention is paid to how the conversation topic would change depending on the type of the speaking partners. One major finding of the analysis shows that the foreign students speak Korean more often off the campus rather than on the campus, and the most often talked topic of their conversation with Korean friends is daily routines. The analysis of the speaking facts of the foreign students has been scarcely made by the Korean education specialists. If any, recently, it has mainly worked on their classroom speaking, such as presentation and discussion. Therefore the present research finds its worth in its analysis of the actual speaking of the foreign students in their daily life situation.

성인의 국어 말하기 능력 평가 결과 분석

민병곤 ( Byeong Gon Min ),정재미 ( Jae Mi Jung ),박재현 ( Jae Hyun Park ) 한국화법학회 2014 화법연구 Vol.0 No.24

이 논문은 국립국어원에서 2013년 실시한 국민의 국어 능력 평가에서 말하기 영역의 평가 결과를 분석하고 논의하는 것을 목적으로 한다. 연구 대상으로는 모집단인 전체 국민을 2단계 층화 표본 추출 방식과 집락 추출 방식을 혼합하여 1,500명을 추출하였다. 1차 층화 기준은 성별, 연령, 지역 규모 변인이었으며, 2차 층화 기준은 직업과 학력 변인으로서 소프트 할당 방식을 사용하였다. 84명의 결측치를 제외하고 분석 대상으로 삼은 표본은 총 1,416명이다. 말하기 평가 문항은 장소원 외(2012)를 바탕으로 하여 설명적 말하기 한 문항, 설득적 말하기 두 문항으로 모두 세 문항으로 구성하여 각각 준비 시간을 1분으로 하고 2분 정도 말할 수 있도록 하였다. 평가 항목으로는 내용 선정(30%), 조직(30%), 표현(20%), 전달(20%)의 네요소를 선정하였다. 전문 조사원이 방문하여 일대일 면담 방식으로 진행하였으며 답변을 녹음하여 세 사람이 채점하였다. 채점자 간 점수의 상관 계수는 0.82이상으로서 채점자간 신뢰도가 매우 양호함을 확인하였다. 채점 결과를 해석하기 위하여 등급을 ‘우수, 보통, 기초, 기초 미달’의 네 수준으로 나누고, ‘수정된 앵고프(Modified Angoff) 방식’으로 전문가 협의회를 개최하여 분할 점수를 구하였다. 고전 검사 이론에 따라 분석한 결과 평가 문항의 난이도는 한 문항은 쉽고 두 문항은 적절한 것으로 확인되었고 변별도는 세 문항 모두 0.7 이상으로 나와 변별력이 매우 높은 것으로 확인되었다. 전체적으로 국민의 말하기 능력을 등급화한 결과 우수 2.8%, 보통 33.2%, 기초 49.5%, 기초 미달 14.5%로서 전반적으로 저조한 것으로 확인되었다. 이를 변인별로 분석해 보면 국민의 말하기 능력은 성별로는 여성이 남성보다 높고, 연령별로는 20, 30, 40대가 50대보다 높았으며, 지역 규모별로는 대도시 > 중소도시 > 읍면 지역 순이었다. 직업군별로는 정신노동자나 기타(학생 포함) 직업군이 육체노동자보다 높게 나왔다.그리고 학력별로는 대학 재학 이상의 학력자가 중졸 이하나 고졸자보다 높은 것으로 확인되었다. 성인의 말하기 능력이 저조한 원인으로는 말하기를 중시하지 않는 사회적 분위기와 입시 위주의 교육 관행에 따른 말하기 교육의 파행과 성인 교육의 부재를 지적하였다. 변인에 따른 차이는 연령, 직업, 학력 등의 변인이 복합적으로 작용하는 것으로 보았으며, 대학 재학 이상의 피험자들도 기초 수준 이하가 62.4%에 이른다는 점에 주목할 필요가 있음을 지적하였다. 이러한 논의를 바탕으로 필자들은 다음과 같은 세 가지 과제를 제안하였다. 첫째, 국민의 국어 능력 평가의 일환으로서 말하기 능력을 초점화하여 정의하고 그 영역과 대상을 세분화할 것, 둘째, 대규모 말하기 평가가 가능한 검사 환경을 구성하고 자연스러운 말하기 상황속에서 이루어지는 평가 방법을 활용할 것, 셋째, 국민의 말하기 능력을 개선하기 위한 교육 프로그램을 개발하고 이를 지속적으로 실행할 것 등이다. The purpose of this study is to analyze and discuss the results of the evaluation of language competence for the general public carried out by the National Institute of the Korean Language in 2013, focusing on speaking skills. The participants are 1,500 people who were selected from the adult population of Korea by a two-stage stratified sampling and cluster sampling method. The primary criteria for stratification are sex, age, and region size, and the secondary criteria are vocational and educational variables, which are based on the soft allocation method. As the data of 84 participants were incomplete, the final analysis included 1,416 people. The test items comprised a descriptive speaking question and two persuasive speaking questions. For each question, the participants were given one minute to prepare a response and about two minutes to speak. The following four elements were selected as the evaluation criteria: contents(30%), organization(30%), expression(20%), and delivery(20%). Professional interviewers visited the participants and held one-on-one interviews to record their answers, which were later scored by each of three raters. Corelation of inter-rater reliability of the scoring was higher than 0.82; therefore, the inter-rater reliability was very good. The participants` performances were classified into four levels: good, normal, basic, and below basic. This was done to interpret the results of the scoring grade, which had been divided according to the cut-score obtained through consultations with experts in the Modified Angoff method. An analysis of the test item difficulty according to the classical test theory shows that one item was easy and the other two were appropriate. The discrimination index of all three items was above 0.7, meaning they were very highly discriminating. Overall, the participants` speaking skill levels were assessed as good(2.8%), normal(33.2%), basic(49.5%), and below basic(14.5%); this performance is generally quite poor. When the participants were grouped by variables and ranked according to their speaking skills, women were higher than men, and people in their 20s, 30s, and 40s were higher than people in their 50s. By region size, the order is metropolitan area > small town > local borough. The ranking by occupation shows workers and others (including students) are higher than manual workers. Then, the ranking by education shows middle school graduates and below and high school graduates are lower than university students and above. The participants` poor speaking skills could have been the result of a social atmosphere that undervalues much talking, inadequate educational practices for speaking training (e.g., focusing on entrance examinations), and a lack of appropriate adult education. The differences by age, occupation, education, and other variables may result from a combination of these factors. Further, it is worth noting that 62.4% of the participants who were university students or graduates has speaking skills that were normal or below. Based on this discussion, we propose the following three tasks. First, in the area of language skills assessment, speaking skills for Korean adults should be defined in greater detail. Second, a large-scale speaking assessment environment and natural speaking situations should be configured to improve the validity and reliability of the evaluation. Finally, to improve speaking skills among the general public, practical educational programs should be developed.

A Study on Relationship between Speaking Learning Strategy and Speaking Anxiety of Korean EFL College Students

이영림,김지효,박성만,장종화,주미란,박은서,박종태 한국비교정부학회 2020 한국비교정부학보 Vol.24 No.2

(Purpose) It is important to achieve good oral communication skills when learning English as a foreign language (FL). It has been, however, found that FL anxiety can be one of the obstacles to learning English as a communicative language. Speaking publicly in a FL compared to other aspects of FL has shown to be particularly anxious for FL learners. It also has been found that learners with low language anxiety use effective learning strategy more often. Thus, the purpose of this study was to investigate the relationship between English speaking learning strategy and speaking anxiety. (Design/methodology/approach) 144 college students participated in the survey of this study. We used a Public Speaking Class Anxiety Scale to measure English speaking anxiety level of students and revised version of the Strategy Inventory for Language Learning to measure students’ strategies for learning English speaking. (Findings) This study has shown that as students used memory and cognitive learning strategy more, their self-rated English proficiency and self-rated English pronunciation ability increased and the English speaking anxiety of learners decreased. We also found that motivation to improve English proficiency and exposure to English media moderated the mediating relation between speaking learning strategy and English speaking anxiety. (Research implications or Originality) The findings imply that it is important to use proper learning strategy for English speaking effectively to reduce English speaking anxiety. Therefore, it is necessary to develop English speaking learning system in VR environment to reduce English speaking anxiety by increasing learners’ effective use of learning strategy, learners’ confidence and experiences using English media.