오디오북의 국어교육적 활용 가능성 탐색

박성석 ( Park Seongseog ) 한국독서학회 2023 독서연구 Vol.- No.67

국내는 물론이고 특히 미국, 영국, 북유럽 등에서 그 이용이 급증하고 있는 오디오북의 개념, 매체 특성, 이용 현황과 이용 이유를 살펴보고, 전통적인 책읽기와 오디오북 듣기의 공통점과 차이점을 논의한 후, 오디오북의 국어교육적 활용 방안을 제안하였다. 오디오북은 귀로 듣는 책으로서, 주로 2차 저작물로서, 문학적 장르 중심으로 제작되고 있으며, 전문적인 낭독을 녹음한 것과 TTS로 변환한 것 모두를 가리킨다. 2-30대의 이용 비중이 높고 국외에서는 이미 전자책과 이용률이 맞먹는 수준이다. 종이책에 비해 휴대와 이용이 편리하고 전자책과 달리 멀티태스킹이 가능하기 때문에 이용되는 것으로 보인다. 모어 사용자에게서는 청해와 독해 과정에 실질적인 차이가 없겠으나 시각적인 읽기와 청각적인 듣기의 행동유도성 차이로 인해 오디오북 듣기는 종이책 · 전자책 읽기와 차별성을 지닐 수 있다. 또한 오디오북 낭독자의 낭독 수행이 문학적 형상화 측면에서 특별한 의미를 지닐 수 있다. 국어교육에서는 읽기 영역에서 기존에 종이책으로 접근해 왔던 대부분의 목표를 위해 오디오북을 사용할 수 있다. 문학 영역에서는 문자 읽기에 능숙하지 않은 저학년 수업에서 활용할 수 있고, 고학년 수업에서도 몰입을 극대화하고 문학 개념을 이해하기 위한 목적에서 활용할 수 있다. 듣기·말하기 영역에서 준언어적 표현 지도를 위해 활용할 수 있다. The use of audiobooks is increasing rapidly in Korea, the United States, the United Kingdom, and Northern Europe. We examined the concept of audiobooks, media characteristics, the status of use, and reason for use, and discussed the commonalities and differences between traditional book-reading and listening to audiobooks. Then, we proposed several ways to use audiobooks in Korean language education. An audiobook is an ear-hearing book, a secondary work, produced mainly in the literary genre, and refers to recordings of professional reading and conversions through text-to-speech (TTS). The proportion of Korean users in their 20s and 30s is high, and the utilization rate is the same as that of e-books abroad. Audiobooks seem to be used because they are easier to carry and use than printed books, and unlike e-books, multi-tasking is possible. There will be no real difference between listening and reading for native speakers. Still, audiobook listening can be differentiated from paper and e-book reading due to the difference in the affordance between visual reading and auditory listening. In addition, the reading performance of audiobook narrators can have special meaning in terms of literary imagery. In Korean language education, we can use audiobooks for most goals that are approached with printed books in reading classes. Especially in the literature class, we can use them for lower-grade learners that are not fluent at reading text and for higher-grade learners that have to maximize involvement or engagement during reading text and then improve the understanding of literary concepts (e.g., literary imagination) for higher-grade learners. Furthermore, we can use audiobooks for teaching para-linguistic expressions in listening and speaking classes.

자기결정적 읽기 동기 척도의 개발 및 타당화

박성석 ( Park Seongseog ),허모아 ( Heo Moah ),제민경 ( Je Minkyeong ) 한국독서학회 2021 독서연구 Vol.0 No.58

기존 읽기 동기 척도의 한계를 극복하기 위하여 자기결정성 이론에 입각하여 새로운 읽기 동기 척도를 개발하고 그 타당성을 입증하였다. 자기결정성 이론의 제안에 따라 읽기 동기의 구인을 내적 조절, 통합된 조절, 동일시 조절, 주입된 조절, 외적 조절, 무조절의 여섯 가지로 설정하였다. 각 구인마다 6문항씩 총 36문항을 예비 문항으로 개발하고 두 명의 전문가로부터 내용 타당도를 검토 받았다. 고등학생 467명의 응답 결과에 대하여 탐색적 요인분석을 실시한 후, 동일시 조절을 제외한 다섯 가지 구인에서 총 22문항을 선별하였다. 새로 고등학생 429명을 표집하여 22문항에 응답하게 한 후 확인적 요인분석을 실시하였다. 그 결과, 모형 적합도가 양호하고, 수렴 타당도와 변별 타당도가 양호하며, 다섯개 구인 간 상관행렬이 유사 심플렉스 패턴을 보이는 것을 확인하였다. 이상의 결과를 바탕으로 5개 구인, 22문항을 자기결정적 읽기 동기 척도로 제안하였으며, 향후 척도 활용 시 검사 결과를 해석하고 피검자를 판별할 수 있는 준거를 마련하여 제시하였다. To overcome the limitations of existing reading motivation scales, we aim to develop new scales based on Self-Determination Theory (SDT) and to demonstrate their validity. Following the suggestion of SDT, the following six constructs of reading motivation were set: intrinsic regulation, integrated regulation, identified regulation, introjected regulation, extrinsic regulation, and non-regulation. A total of 36 items, six for each construct, were developed as preliminary items and their content validity was examined by two experts. After analyzing the results of 467 high school students’ responses through an exploratory factor analysis, a total of 22 items were selected from five constructs, excluding identified regulation. A new sample of 429 high school students was asked to respond to the 22 items, followed by a confirmatory factor analysis. The results showed that the model fit was good, the convergent validity and discriminant validity were good, and the correlation matrix among the five constructs showed a quasi-simplex pattern. Consequently, five constructs and 22 items were proposed as the Self-Determinative Reading Motivation Scale, and criteria were suggested to interpret the test results and determine the subjects’ self-determination when using the scale in the future.

읽기 동기의 자기결정성에 따른 독해력 차이 : 중학교 1~3학년을 중심으로

박성석 ( Park¸ Seongseog ),민병곤 ( Min¸ Byeonggon ) 한국독서학회 2020 독서연구 Vol.0 No.57

읽기 동기 측정을 위해 개발된 기존 척도를 활용하여 읽기 동기의 자기결정성 정도를 파악하는 것이 가능하고, 이러한 방식이 독해력 정도를 잘 예측함을 입증하였다. 중학생 2,020명의 읽기 동기를 MRQ 기반 척도로 측정하였다. 측정 결과가 9구인 요인 구조에 적합함을 확인하였다. 구인 간 상관 행렬이 유사 심플렉스 패턴을 보이는 점을 근거로 9구인이 자기결정성 정도에 따라 위계적으로 파악될 수 있음을 논의하였다. 군집분석 결과 4개 군집을 도출하였다. 각 군집 중심의 9개 구인별 Z점수를 근거로 4개 군집을 각각 ‘무조절’, ‘외적 조절’, ‘내면화된 조절’, ‘내적 조절’이라 명명하였다. 자기결정성 군집, 학년, 성별을 독립변인으로, 독해력 검사 점수를 종속변인으로 삼아 삼원배치 분산분석을 수행하였다. 그 결과 자기결정성 군집에 따른 차이가 유의하며, 자기결정성 정도가 높은 군집일수록 독해력 검사의 평균 점수가 높음을 확인하였다. 읽기 동기의 자기결정성 측정을 위해 MRQ 기반 척도를 활용하는 것이 가능하다는 점, MRQ로 측정된 읽기 동기가 독해력과 선형 비례 관계가 있다는 예측을 경계해야 한다는 점, 후속 연구를 통해 읽기 동기 발달 과정에 대한 조사가 필요하다는 점을 논의하였다. This study proved that it is possible to determine the degree of self-determination in students’ reading motivation by using existing scales for reading motivation measurements. Furthermore, this approach can predict reading competence. The reading motivations of 2,020 middle school students were measured using MRQ-based scales. The results fitted adequately to the nine-factor structure. Based on the fact that the correlation matrix of these nine factors shows a quasi-simplex pattern, here, we claim that the nine factors can be identified hierarchically, according to the degree of self-determination. A cluster analysis resulted in four clusters. Based on the Z-scores of the nine factors at the center of each cluster, we named the four clusters: Amotivation, External-Regulation, Internalized-Regulation, and Intrinsic-Regulation. A three-way ANOVA was conducted, considering self-determination, school year, and gender as independent variables and reading comprehension test scores as a dependent variable. The results confirmed that the difference among self-determination clusters was significant and that the higher the self-determination level, the higher the reading comprehension. We discuss the following: (a) MRQ-based scales can be used to measure self-determination in reading motivation; (b) we have to caution against predictions that assume readingmotivation, measured by MRQ, will have a linear correlation with reading comprehension; and (c) follow-up studies have to investigate learners’ developmental process regarding reading motivation.

또래 간 고민대화에서 공감성향과 공감지각에 따른 반응발화 선택

박성석 ( Seongseog Park ) 한국화법학회 2015 화법연구 Vol.0 No.30

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.

초등 예비 교사의 교수화법에 대한 성찰 수준

박성석 ( Seongseog Park ) 한국화법학회 2016 화법연구 Vol.0 No.32

This study aims to examine elementary school pre-service teachers` level of reflection on their instructional communication. 56 student teachers handed in a reflective writing about their instructional communication which they practiced in field practicum. 4 estimators evaluated these writings by REFLECT Rubric(Wald et al., 2012). Analysis of evaluated scores shows something as follow. (1) In the intra-person level, only 1 criterion(Analysis and Meaning making)`s mean score was over than Reflection level(3 points) and 1 criterion(Attending to Emotion)`s was less than Thoughtful Action level(2 points). (2) In the inter-person level, It was possible to classify most of pre-service teachers into 7 level groups(from ``pre-reflection`` to ``totally balanced reflection``). The result of this study will be helpful to university educators who are interested in reflective professional education.

연설자의 공신력 각인 발화가 설득 효과에 미치는 영향

박준홍 ( Park Junhong ),박성석 ( Park Seongseog ) 한국화법학회 2021 화법연구 Vol.- No.51

The purpose of this study is to investigate how the speaker's credibility-imprinting utterance affects the whole process of persuasion, and based on the results, suggest the contents of credibility-oriented persuasion education. To accomplish this purpose, the concept of the “speaker's credibility-imprinting-utterance” was established, and its role in the entire persuasion process including acquisition of credibility was examined through experimental treatment and statistical analysis centered on conditional process analysis. As a result, three main findings were drawn. First, the direct effect of “the speaker's credibility-imprinting-utterance → post-credibility” was .31, the direct effect of “prior credibility → post-credibility” was .17, and both effects were statistically significant. Second, the correlation coefficient between message sidedness and post-credibility was -.00, therefore the correlation of message sidedness and post-credibility was not significant statistically. Third, post-credibility showed a direct effect of .81 only on the attitude toward speech, and did not have a direct effect on the attitude and behavioral intention of the speech subject. The causes of the research results were analyzed, and the contents of persuasion education were suggested.

초등교사의 읽기 교육에 대한 인식 : `좋은 독자 교사`의 특성을 중심으로

김정자 ( Kim Jeong-ja ),박성석 ( Park Seongseog ) 한국독서학회 2017 독서연구 Vol.0 No.44

본 연구는 좋은 독자 교사를 일반 교사와 구별하고 읽기 교육에 관한 두 집단의 인식을 비교하여 시사점을 찾고자 한다. 211명의 초등 교사에게 14가지 변인 관련 문항들로 설문조사를 실시하였다. 좋은 독자 교사를 높은 읽기 태도와 높은 읽기 지도의 강도를 보인 교사라고 조작적으로 정의하고 비계층적 군집 분석을 실시하였다. 분석 결과 읽기 태도와 읽기 지도의 강도가 모두 높은 좋은 독자 교사 군집을 포함하여 네 개의 군집이 도출되었다. 좋은 독자 교사 군집은 읽기 시간, 읽기 모델로서의 자기 인식, 권장 독서량, 학부모와의 연계 정도, 교사 양성 교육의 충실한 이수 정도, 전문성 향상프로그램 참여율에서도 일반 교사들보다 높은 결과를 보였다. 두 집단이 읽기 교육 및 교사 교육에 관하여 보인 인식 차이를 검증한 결과는 다음과 같다. 첫째, 읽기 교육과 관련하여 좋은 독자 교사들은 일반 교사들보다 읽기의 중요성 및 읽기 지도의 어려움에 관하여 더 높은 동의 수준을 보였지만 이들의 우선순위 인식에는 차이가 없었다. 둘째, 교사 교육과 관련하여 좋은 독자 교사들이 동의의 정도가 높을 뿐만 아니라 대학이 길러주어야 할 능력, 필요한 정책적 지원에 관한 우선순위 또한 두 집단에서 달리 나타났다. 결론에서는 이상의 결과가 지닌 일반적 함의를 논의하였다. This research aims to differentiate between good reader-teacher(GRT) and general teacher(GT), and to identify GRT`s perception on reading education compared to GT`s. Researchers surveyed 211 elementary school teachers with 14 questions. To differentiate two teacher groups, researchers operationally defined good reader teacher(GRT) as the teacher who shows high Reading Attitude(RA) and high Strenghth of Teaching Reading(STR). A non-hierarchical clustering was conducted. Four clusters emerged, including GRT(high RA-high STR). GRT also shows higer scores in reading time, self-perception as a reading model, recommendations to read, communication with school-parent, completion of teacher education, and participation to specialist programs. Based on the clustering, it was verified whether there are differences between GRT`s and GT`s perception on teaching reading and teacher education. Results are as followings. First, with regard to teaching reading, GRT shows higher agreement with the importance of reading and difficulty of teaching reading than GT, but there are no difference in their priorities. Second, with regard to teacher education, GRT not only shows higher agreement, but also shows different priorities on the competencies which have to encouraged by universities, and policy supports. Some general implications were discussed.

말하기 교육에 대한 중학생의 인식

김승현 ( Kim Seunghyun ),박성석 ( Park Seongseog ) 한국화법학회 2020 화법연구 Vol.0 No.50

This study investigated the perception of middle school students regarding the importance of speaking education in school and the difficulties related to it. We conducted descriptive statistical analysis, correlation analysis, and analysis of free responses. Through this method, educational implications were derived by examining the speaking class experience of the students and evaluating their needs for the speaking class. Students recognized listening and speaking as the most important subjects, and perceived persuasion and explanation as more difficult than conversation. While recognizing the importance of private discourse, they seemed to not recognize public discourse. According to the results of the correlation analysis between the speaking class experience at school and the perception of speaking, speaking class at school actually contributed to improving the speaking ability of the students. It was speculated that they would be contributing little to the recognition that it could be developed through education. However, speaking class has not completely dispelled the perception that speaking ability is acquired naturally, and that it may not contribute to encouraging the students to make an effort to improve their speaking ability. Students’ demands for speaking classes could be categorized in three ways: classes with high suitability for real life, classes through actual performance, and classes on specific types of discourse.

외국인 대학원생의 학술적 글쓰기 어려움에 영향을 미치는 요인 및 그 영향 경로

유나 ( Liu Na ),박성석 ( Park Seongseog ) 연세대학교 언어연구교육원 한국어학당 2021 외국어로서의 한국어교육 Vol.61 No.-

This study aims to find the variables affecting the academic writing difficulties faced by international graduate students. This study also attempts to define the relationship between those variables. A survey was conducted on 180 international graduate students. Descriptive statistics, correlation analysis, and conditional process analysis were performed, using R on 175 students without missing values. The results showed that international graduate students experienced various types of difficulties in academic writing. They had higher writing anxiety than international undergraduate students or advanced Korean learners enrolled in language education institutes. Besides, genre knowledge and writing anxiety had direct effects on the difficulties in writing, while discourse synthesis strategy had an indirect effect. Also, while major-knowledge did not affect writing difficulties directly, it affected indirectly through discourse synthesis strategy. Based on these results, implications for the Korean language education were suggested regarding methods to alleviate the academic writing difficulties faced by international graduate students. (Seoul National University·Chuncheon National University of Education)

기초학력 진단을 위한 듣기·말하기 영역의 성취기준 개발

이경남 ( Lee Gyeongnam ),박성석 ( Park Seongseog ),김승현 ( Kim Seunghyun ) 한국화법학회 2021 화법연구 Vol.- No.52

This study aims to analyze the validity of achievement standards for developing basic academic ability evaluation items for listening and speaking. First, concepts and definitions related to basic academic ability were explored, basic academic ability related to listening and speaking was determined, and theoretical research for the evaluation direction was conducted. From the theoretical search, beyond reading and writing, it was necessary to include the oral communication skills mainly discussed in the research on basic academic ability. To evaluate spoken communication skills, the nature of listening and speaking skills must be evaluated, and questions that can evaluate mutual communication and empathy skills are required. Based on these theoretical discussions, the 2009, 2011, and 2015 revised South Korean language curricula were analyzed and indicated that the content structure and drafts of the achievement criteria for evaluating basic academic ability in the listening and speaking areas were composed of 1~4 levels. To analyze the validity of the achievement standards, four Delphi surveys and consultations were conducted with a 15-expert panel made up of five elementary school teachers, five secondary teachers, and five professors majoring in Korean language education. Accordingly, achievement standards were constructed. In the future, it is necessary to expand the discussion on the development of achievement standards to analyze student responses through evaluation items that implement achievement standards. To evaluate listening and speaking areas in context, it is necessary to develop computer-based and web-based evaluations.