한국어 말하기 평가의 구인으로서 상호작용능력 연구

다국어 초록 (Multilingual Abstract)

The aim of this study is to clarify the concept of interactional competence as a construct of Korean speaking tests. The assessment of speaking ability has been regarded as overly complicated because there are too many variables to take into account. Therefore, the history of speaking tests is relatively short compared to that of other language functions such as reading, writing and listening. Furthermore, the reliability of speaking test constructs has been criticized. From among such criticisms, this study focuses on the one that speaking tests tend to ignore the effects of interaction, that there has been little effort to consider interaction as one of the crucial constructs of speaking ability. To prove this suggestion’s importance, this study explores the interactional competence theory and attempts to identify the subcategories necessary to better assess speaking ability.
This study was conducted using the following procedures. First, it reviewed previous studies centered on the theme of interactional competence theory. Then several speaking tests, including achievement tests to high-stake proficiency tests, were examined. In addition to this literature review, a survey on Korean teachers’ perceptions about speaking ability and testing was conducted to review the current situation. We found that interaction is a feature that distinguishes speaking from other language functions and that some speaking tests use interaction as a construct. In addition, Korean teachers have a strong need to clarify the constructs of speaking tests and develop appropriate tasks for speaking tests. They also recognize that interaction is a key factor affecting learners’ speaking ability, but they do not have proper measurement tools to assess learners’ interactional competence.
In order to suggest ways to test Korean learners’ interactional competence, this study carried out dyadic interactions conversations between non-native speakers of Korean. Twelve Korean learners participated in this conversation, and partners were chosen based on similar proficiencies in Korean. Six conversation samples were collected, and the samples were classified into three levels: novice, intermediate, and advanced. Each level had two conversation samples and each sample was rated by three raters. Raters gave comments on test takers' speaking ability and interactional competence, and at the end of rating, raters had the opportunity to discuss their rating criteria and the rating results. All rater comments were analyzed via NVivo10 to clarify and quantify interactional competence.
As a result, topic development, turn-taking management, back-channel communication, attitude and gestures were confirmed as main categories of interactional competence. Based on the analysis of speakers’ behaviors and their evaluations, these categories were subdivided into twenty subcategories. These subcategories and their examples shown in this study could give a solid foundation for setting criteria of interactional competence. Therefore, at the end of this study, with respect to conversation tasks, criteria which could assess interactional competence are presented according to the speaker's level of proficiency in Korean. In addition, specific ways to administer the conversation task part of speaking tests are proposed. This study could contribute to the field of speaking tests and research in teaching speaking because it sheds light on interactional competence, which has heretofore been largely ignored.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구의 목적 및 필요성 1
• 1.2. 선행 연구 검토 및 문제 제기 5
• 1.3. 연구 방법 및 범위 15
• 2. 말하기 능력과 상호작용능력 18
• 2.1. 말하기와 말하기 능력 18
• 2.1.1. 구어로서 말하기의 특징 19
• 2.1.2. 말하기 능력의 정의 22
• 2.2. 상호작용능력의 개념 28
• 2.2.1. 상호작용능력 이론 28
• 2.2.2. 상호작용능력의 개념 33
• 2.2.3. 상호작용능력과 유사 개념의 비교 38
• 2.3. 대화에서 나타나는 상호작용능력 51
• 2.3.1. 말하기 평가 과제로서 대화의 유용성 51
• 2.3.2. 대화 과제 구인으로서의 상호작용능력 55
• 2.3.3. 한국어 담화에 나타나는 상호작용의 양상 62
• 3. 말하기 평가에서의 상호작용능력 67
• 3.1. 말하기 평가 현황 67
• 3.1.1. 숙달도 측정을 위한 말하기 시험 68
• 3.1.2. 성취도 측정을 위한 말하기 시험 84
• 3.2. 말하기 평가에 대한 한국어 교사들의 인식 88
• 3.2.1. 교사 설문 대상자의 분포 89
• 3.2.2. 말하기 평가에 대한 인식 91
• 3.2.3. 상호작용능력에 대한 인식 95
• 3.3. 말하기 시험 현황과 문제점 98
• 4. 대화 과제에서의 상호작용능력 평가 과정 분석 104
• 4.1. 대화 과제 설계 104
• 4.1.1. 자료 구축 및 평가 절차 104
• 4.1.2. 자료 분석 방법 107
• 4.1.2.1. 대화 전사 107
• 4.1.2.2. 평가지 분석 108
• 4.1.3. 대화 참여자 및 평가자 113
• 4.1.3.1. 대화 참여자 113
• 4.1.3.2. 평가자 115
• 4.2. 학습자 대화 평가 결과 116
• 4.2.1. 숙달도별 대화의 특징 116
• 4.2.2. 학습자별 대화 평가 결과 121
• 4.2.2.1. 초급 학습자 122
• 4.2.2.2. 중급 학습자 129
• 4.2.2.3. 고급 학습자 137
• 4.3. 평가자들의 평가 과정 분석 147
• 4.3.1. 평가 점수의 일치도와 변화 147
• 4.3.1.1. 초급 평가자 147
• 4.3.1.2. 중급 평가자 151
• 4.3.1.3. 고급 평가자 155
• 4.3.2. 상호작용능력에 대한 평가 결과 158
• 5. 상호작용능력을 구인으로 한 말하기 평가 방안 168
• 5.1. 상호작용능력의 평가 범주 및 기준 설정 168
• 5.1.1. 상호작용능력의 평가 범주 168
• 5.1.2. 상호작용능력의 평가 기준 172
• 5.2. 상호작용능력 평가 방안 179
• 5.2.1. 상호작용능력의 평가 원리 180
• 5.2.2. 상호작용능력의 평가 과제 182
• 5.2.3. ‘대화’ 과제 평가 방안 184
• 6. 결론 190
• [부록 1] 한국어 교사 설문지 194
• [부록 2]대화 과제 안내문 198
• [부록 3] 평가자 평가 안내문과 평가서 200
• 참고 문헌 204
• ABSTRACT 213