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초등학생 및 중학생을 위한 범용 읽기 동기 척도의 개발 및 타당화
박성석 ( Park Seong-seog ),양수연 ( Yang Soo-yeon ),민병곤 ( Min Byeong-gon ) 한국독서학회 2020 독서연구 Vol.0 No.54
본 연구에서는 읽기 동기의 개념을 논의하고 1~9학년 학습자를 대상으로 이를 측정하는 척도를 개발, 타당화하고자 하였다. 국내외 선행연구들을 검토하여 측정의 관점에서 거론되는 읽기 동기가 습관적 읽기 동기에 해당하며, 내적 동기와 외적 동기로 구분될 수 있음을 논의하였다. 이를 바탕으로 내적 동기에 해당하는 호기심과 몰입, 외적 동기에 해당하는 경쟁심, 인정, 성적, 순응, 과제회피, 보상, 상황회피의 총 9가지 하위 구인을 설정하였다. 예비문항 44개에 대해 3~4학년 학생 462명이 응답하게 한 후 탐색적 요인분석을 실시하였다. 그 결과 다수의 문항이 제거 혹은 수정될 필요가 있음을 확인하였다. 새로 마련한 본 문항 34개에 대해 1~9학년 학생 2,662명이 응답하게 한 후 확인적 요인분석을 실시하였다. 그 결과 5개 문항을 제거한 29개 문항을 통한 측정 결과가 본 연구에서 가정한 요인 구조에 적합함을 확인하였다. 결론에서는 최종 선별한 29개 문항이 연구에서 어떤 활용 가치를 갖는지 논의하는 한편, 후속 연구를 위한 제언을 하였다. This study discussed the concept of reading motivation and developed and validated the scale for measuring reading motivation of students in the first to ninth grade. After reviewing foreign studies as well as domestic ones, we discussed that the reading motivation mentioned in terms of measurement corresponds to a habitual reading motivation and can be divided into intrinsic and extrinsic motivations. Based on the concept of reading motivation, a total of nine constructs were established: curiosity and involvement for intrinsic motivation; competence, recognition, grades, compliance, work avoidance, reward, and situation avoidance for extrinsic motivation. 462 of third and fourth graders responded to 44 preliminary questions and exploratory factor analysis was conducted. The analysis confirmed that a few questions needed to be removed or modified. The 34 newly prepared questions were answered by 2,662 students in the first to ninth grade and confirmatory factor analysis was conducted. The results of the measurement in 29 among 34 new questions were proved to be suitable for the factor structure assumed in this study. The conclusion discussed the value of using the last 29 selected questions in the future studies and made suggestions for future research.
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핵심 의사소통 상황에서 이주민 집단별 한국어 어려움 인식 경로 모형
박성석 ( Park Seong-seog ),민병곤 ( Min Byeong-gon ) 한국어교육학회(구 한국국어교육연구학회) 2017 국어교육 Vol.0 No.156
This study aims to understand immigrants` difficulty using Korean language in their core communication situation. Specifically, three research questions are explored. (a) In which communication situation (general or core) do immigrants feel more difficulty? (b) What are the significant factors affecting their difficulty in core communication situation? (c) How does the difficulty change according to their arrival-age and length-of-residence? A total of 482 subjects were divided into three groups(immigrant-woker (IW), marriage-immigrant (MI), and immigrant-child (IC)), and responded to the same survey questions used in Min et al.(2016): length-of-residence(R), length-of-learning(L), ability-of-Korean(A) and difficulty-of-Korean(D), as well as arrival age(S) and gender(G). Followings are the details of analysis: (a) Paired t-test shows that IW and IC feel more difficulty in core situation than general situation, whereas MI feels same level of difficulty in both situation. (b) Conditional Process Analysis(Hayes, 2013) shows that each of R(predictor), L(moderator), A(mediator), and S(covariance) has an effect on immigrants` difficulty in core situation. But MI`s final path model doesn`t have moderator and covariance. (c) If a 26.6-year-old IW arrives in Korea, his/her difficulty declines to the `normal` level after 3.7 years. If a 6.0-year-old IC arrive at Korea, his/her difficulty declines to the `not-difficult` level after 5.3 years. But MI`s difficulty declines to the `normal` level after 2.9 years, regardless of arrival-age. Based on these analysis, this study discusses the weak interpretation of critical period and the effectiveness of Korean language education for MI.
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청소년 언어문화 실태 연구 -구어 의사소통을 중심으로-
민병곤 ( Min Byeong-gon ),정혜승 ( Chung Hye-seung ),정현선 ( Jeong Hyeon-seon ),김정자 ( Kim Jeong-ja ),권은선 ( Kwon Eun-sun ),박성석 ( Park Seong-seog ),이병하 ( Lee Byung-ha ),임해랑 ( Lim Hae-rang ),박현정 ( Park Hyun-jeon 한국어교육학회(구 한국국어교육연구학회) 2017 국어교육 Vol.0 No.159
This study aims to examine and discuss Korean adolescents’ oral language culture, based on the results of the survey from 3,429 adolescents, ranging from 10 to 18 years old, which was conducted by National Institute of Korean Language. Researchers defined the adolescents’ language culture as a hierarchical structure which consists of three layers, namely, expression, behavior, and thought. Unlike previous studies which have focused on the expression layer, this study tries to focus on the behavior and thought layer of adolescents’ language culture. Researchers selected four categories-two are from behavior layer, and another two are from thought layer-as the locus which Korean adolescents’ oral language culture shows its unique characteristics: (a) Active Participation in Public Communication(APPC); (b) Empathic Attitude in Private Communication(EAPC); (c) Recognition of Language as Self-Expression(RLSE); and (d) Recognition of Communication Role Model(RCRM). And Researchers analyzed the difference of survey result by school year, sex, and scale of residential area. The findings are as follows: (1) There is decreases in three cultural aspects, including APPC(public speech and discussion), EAPC(with parents), and RCRM; (2) There is difference between male and female adolescents in three cultural aspects, including APPC(discussion), EAPC(with peers), and RLSE. Female adolescents where higher than male in all cultural aspects; (3) There is difference among metropolitan, urban, and rural adolescents in three cultural aspects, including APPC(public speech and discussion), EAPC(with peers and with parents), RLSE. In all cultural aspects, metropolitan adolescents were higher than urban and rural adolescents or than rural adolescents. Some general discussions were given in conclusion.
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