Speaking Activities for Communicative Competence in English Textbooks

임영신 한국초등영어교육학회 2019 초등영어교육 Vol.25 No.4

With higher requirements for communicative ability from increased worldwide interactions, the communicative approach has been enthusiastically taken into language teaching. Looking into various communicative teaching methods derived from this approach, this study specifically investigates how communicative competence could be cultivated through speaking activities in the 2015 revised versions of elementary English textbooks which are analyzed by two frameworks. One of the frameworks is taken from the theoretical framework of the communicative continuum (Littlewood, 2005). The other is the framework that categorizes the components of communicative competence from a pedagogical perspective (Celce-Murcia, Dörnyei, & Thurrell, 1995). The results of this study indicate that, firstly, the average number of speaking activities in exercising formulaic structure is higher than that of the number of activities negotiating meaning. Activities focused on exercising formulaic structure include non-communicative learning (26.29%) and pre-communicative language practice (50.80%). Secondly, the most frequent categories of communicative competence are identified in linguistic competence (28.69%) and discourse competence (64.14%) which are mainly composed of lexico-grammatical building blocks in formulaic structures. According to the findings from this study, more meaning-oriented speaking activities such as communicative language practice and structured communication should be provided in systematic procedures to help learners gradually attain various components of communicative competence. In addition, situational variables and politeness strategies of sociocultural competence should be considered in speaking activities

THE EFFECT OF TYPEFACE ON AD EFFECTS CONSIDERING PSYCHOLOGICAL PERCEPTION AND PERCEIVED COMMUNICATOR’S POWER

Soojin Kim,Yoojung Kim,A-Reum Jung 글로벌지식마케팅경영학회 2018 Global Marketing Conference Vol.2018 No.07

Introduction As one of the visual elements in advertising, typeface elicits psychological associations that might have an impact on ad effects and can convey a significant meaning with cognitive and emotional responses. Previous studies illustrate that typeface influences consumers’ perceptions of advertised products, has an impact on readability and memorability of ads (Childers & Jass, 2002), and generates brand personality (Grohmann, Giese, & Parkman, 2013). Therefore, typeface has the potentiality to change the effect of advertising, and could be one of the critical elements to enhance the ad effectiveness by matching with other elements in advertising (McCarthy & Mothersbaugh, 2002). The purpose of the current study is to examine how representative type styles (e.g., Sans-serif, Handwriting, and Serif) can influence consumers’ psychological perception (i.e., warmth and competence), to explore what underlying mechanism exists between typefaces and the ad effectiveness, and to investigate the impact of typeface in ads considering congruence of typeface with the communicator’s perceived power for more effective communications. Theoretical Development The findings of related research support that fonts evoke specific consumer’s perceptions and emotion (Grohmann et al., 2013). Serif typefaces such as Times New Roman were perceived as elegant, charming, emotional, and interesting and Sans-serif typefaces such as Helvetica or Arial were considered manly, powerful, smart, upper-class, and high readability (Grohmann et al., 2013). In terms of the features of typefaces, handwriting typefaces have a curved appearance and they are irregular, unplanned, and characterized by slanted and curved strokes, while Sans-serif typefaces are usually planned and drawn by straight and angular strokes. According to the studies on font in psychology (Jiang, Gorn, Galli, & Chattopadhyay, 2016) and design (Bartram, 1982), circular shapes activate a softness association such as love, warmth, and harmony and angular shapes activate a hardness association such as coldness, aggressiveness, and conflict associations. The research on the transference of some impressions from typefaces illustrates that psychological associations related to type font in ads are transferred to the advertised product or brand (Grohmann et al., 2013). Previous research, based on the Construal Level Theory (Trope, Liberman, & Wakslak, 2007), demonstrated that psychological distance influences individuals’ perceptions and engagement. According to each stream of prior literature on typefaces’ association and Construal Level theory, we predict that handwriting typefaces are associated with closer psychological distance and it reduces the social distance between consumers and the message in marketing activities. In contrast, Sans-serif typefaces are angular and typically associated with professionalism, justice, competence, and power and it may increase the social distance. The current study deals with warmth and competence in consumers’ perceptions. Based on the preceding discussion and research questions, a hypothesis leads to the following. H1: Sans-serif typeface would be more likely to provoke competence perception, whereas handwriting typeface arouses much warmer and more friendly feeling. Variables influenced by typeface Based on the findings of Study 1, the following research question and hypotheses could be built up on the potential variables that influence the effectiveness of typeface: RQ 1. How many reliable and interpretable factors are there among the following variables: Handwriting and Sans-serif typefaces, the perceived power, engagement, and attitude toward typeface? In addition, how much variance in the set of variables is explained by the factors? what kind of underlying mechanism between typefaces and the effectiveness of typeface is such there? H2: Typeface (Sans-serif) would be more likely to provoke (a) perceived power, in turn, positively influences (b) engagement toward the typeface. H3: Typeface (Sans-serif) would be less likely to provoke (a) engagement toward the typeface, in turn, positively influences (b) attitude toward the typeface. H4: Perceived power would be more likely to provoke (a) engagement toward the typeface, in turn, positively influences (b) attitude toward the typeface. Typeface and the perceived spokesmodel’s power in ads Including typeface, as a visual imagery in an ad, a spokesmodel can generate psychological perceptions in persuasive communication. According to the agentic-communal model of power theory, the power of communicators has an influence on the persuasion process (Dubois et al., 2016) and attitudinal and behavioral responses. However, the communicators’ power would be different by individuals’ perceptions or experiences for the category of people (e.g., employee or expert). Therefore, it would be critical to consider the communicators’ power as ‘perceived power’ in communication. The previous study suggested high-power communicators, compared to low-power communicators, are more inclined to generate responses or arguments related to competence. In addition, low-power communicators are more inclined to generate responses related to warmth (Dubois et al., 2016). Based on each stream of literature of typefaces (Grohmann et al., 2013) and communicators’ power (Dubois et al., 2016), the following hypotheses occur. H5. When an ad includes a handwriting typeface in a headline copy, if consumers perceive low power from the spokesmodel’s in ads, by the matching (congruence) effects, it leads to a more favorable attitude toward the ad, ad engagement, and purchase intention than when an ad is employed by sans-serif typeface in a headline copy. H6. When an ad includes a sans-serif typeface in a headline copy, if consumers perceive high power from the spokesmodel’s in ads, by the matching (congruence) effects, it leads to a more favorable attitude toward the ad, ad engagement, and purchase intention than when an ad is employed by handwriting typeface in a headline copy. Overview of Research Design Three separated experiments were conducted to investigate all hypotheses. Study 1 was examined to test the effect of typeface across three representative typefaces such as Sans-serif, Serif, and handwriting, on psychological responses (i.e., warmth and confidence) (H1). Study 2 was conducted to explore the interrelations between the factors and the model with other strong potential effects (RQ1 & H2, H3, and H4). Study 3 was conducted to investigate the effects of typeface along with a spokesmodel in an ad on ad attitude, engagement, and behavioral intention (i.e. purchase intention) (H5 & H6). Research Design in Study 1 Participants were exposed to all 15 typefaces in each 3 font-style (i.e., sans-serif, handwriting, and serif). To test and choose an appropriate typeface in consumer’s perceptions and psychological associations (i.e., warmth and competence) among several typefaces, there were sans-serif (e.g., Arial, Helvetica, Oswald, Quarrion, etc.), handwriting (Bradley, Children, Dandelion, etc.), and serif (Time New Roman, Soria, Courier, Playfair, etc.). Results and Discussion The results of repeated ANOVA (Analysis of Variance) showed that participants perceived different level of competence (F (1.40, 54.63) = 17.23, p < .001, Partial η2 = .31) and warmth (F (1.28, 49.96) = 10.32, p < .01, Partial η2 = .21) depending on typefaces. The post-hoc analyses indicated that participants were more likely to perceive competence in Sans-Serif (M = 4.89, SD = 1.15) and Serif (M = 5.07, SD = 1.04) than in handwriting typeface (M = 4.23, SD = 1.22). On the other hand, participants perceived higher warmth in handwriting (M = 4.75, SD = 1.26) and Serif (M = 4.47, SD = .96) than in Sans-Serif typeface (M = 4.01, SD = 1.08). Model fit for competence was Wilks’ λ = .58, F (2, 38) = 13.82, p < .001, Partial η2 = .42 and model fit for warmth Wilks’ λ = .61, F (2, 38) = 12.11, p < .001, Partial η2 = .39. Study 1 examined the effects of three kinds of font-styles across each typeface on warmth and competence. The findings provide distinct evidence that Sans-serif font-style provokes more competent associations than others (i.e., serif and handwriting) and handwriting font-style generates more warm associations than others. Research Design in Study 2 Given that a certain font-style is more associated with psychological perceptions (warmth vs. competence), the next step was to ascertain whether is the relationship of the variables (i.e., attitude toward typeface, engagement, and perceived power of typeface) (RQ1, H2, H3, and H4). Participants were exposed to two typeface-conditions by using handwriting typeface (i.e., Tornac) and sans-serif typeface (i.e., Nimbus) with several text phrases. Factor analysis was conducted to determine what underlying structure exists for measures on the following variables: typeface, the perceived power, engagement, and attitude toward typeface and to summarize the structural equation modeling among the set of variables. Results and Discussion To check the structural equivalence of measures, reliability test, correlation analysis, and confirmatory factor analysis (CFA) were conducted. Reliabilities for all measurements indicated acceptable levels: perceived power (a = .89) (Dubois et al., 2016), engagement toward the typeface (a = .95), attitude toward the typeface (a = .94). The correlations analysis showed that there is no violation of multicollinearity among the variables (r ≤ .62). A CFA was conducted to confirmed the measurement model fit. The results of CFA indicated that the measurement model had a good fit to the data, χ2 (41) = 55.38, p > .05, χ2/df = 1.35, GFI = .94, CFI (comparative fit index) = .99, TLI (Tucker-Lewis index) = .99, RMSEA (root mean square error of approximation) = .05, SRMR (root mean square error of approximation) = .04. For study model analysis, the Amos 23 with 5,000 bootstrap samples for mediation analyses was employed to analyze the proposed study model. Figure 1 indicate the result of path analysis. The results of the analysis showed that people perceived stronger power in Sans-Serif than in handwriting typeface (β = .43, p < .001, SE = .22, 95% CI [.00, .86]), but they were likely to engage in handwriting than in Sans-Serif typeface (β = -.34, p < .001, SE = .23, 95% CI [-.79, .11]). Perceived typeface power is positively associated with the typeface engagement (β = .60, p < .001, SE = .60, 95% CI [.44, .76]). Indirect effect of typeface on engagement through perceived power was significant (β = .26, p < .001, SE = .06, 95% CI [.16, .38]). Insignificant effect of typeface on engagement become significant when mediator, perceive power, was included in the model. The result shows a full mediation model. Engagement toward the typeface is a significant predictor of attitude toward the typeface (β = .62, p < .001, SE = .07, 95% CI [.48 .76]). Indirect effect of power on attitude toward typeface through engagement was significant (β = .28, p < .01, SE = .07, 95% CI [.24, .51]), but indirect effect of typeface on attitude through engagement was not significant (β = -.21, p > .05, SE = .05, 95% CI [-.15, .04]). Research Design in Study 3 An experimental study between-subjects randomized factorial design, 2 (typeface: handwriting vs. sans-serif) x 2 (perceived power of the communicator in ads: high vs. low), was used to test the proposed Hypotheses 5 and 6. Results and Discussion Regression analyses were conducted to test proposed hypotheses, controlling for the differences of communicators’ characteristics (e.g., a business woman vs. a housewife). Even though ad stimuli were developed by two conditions on communicator’s power, there are individual differences from the perceived power toward each spokesmodel in ads. Therefore, we measured and analyzed the perceived power. The results (Table 1) revealed that perceived communicators’ power positively influences ad engagement (β = .19, p < .05), attitude toward to ad (β = .41, p < .001), and purchase intention (β = .38, p < .001), but typeface does not. Different from the expectation, typeface and perceived communicator power did not interact to generate advertising effectiveness. Conclusion Study 1 obviously revealed that handwriting typefaces are associated with warmth and Sans-serif typefaces provoke competence in consumers’ perception. Study 2 illustrated that there were strong relationships between typeface and the perceived power toward typeface, between typeface and engagement through the perceived power toward typeface, and between the perceived power toward typeface and attitude toward typeface through engagement. Engagement toward the typeface is a significant predictor of attitude toward the typeface. Moreover, there were relatively relationships between typeface and engagement; between engagement and attitudes toward typefaces. The result of Study 3 shows that advertising audiences are more likely to process other visual information (e.g., photo images) than typefaces (e.g., a headline copy) in order to indicate audiences’ responses in advertising contexts and to generate advertising effectiveness. The current research has demonstrated that the strong effects come from a typeface itself might eventually dissipate when woven with other visual elements such as photo images in ads, even though the current research previously indicates that there are influential effects come from typefaces such as warmth and competence and the relationship with the perceived power.

Speaking Activities for Communicative Competence in English Textbooks

YoungShin Lim 한국초등영어교육학회 2019 초등영어교육 Vol.25 No.4

With higher requirements for communicative ability from increased worldwide interactions, the communicative approach has been enthusiastically taken into language teaching. Looking into various communicative teaching methods derived from this approach, this study specifically investigates how communicative competence could be cultivated through speaking activities in the 2015 revised versions of elementary English textbooks which are analyzed by two frameworks. One of the frameworks is taken from the theoretical framework of the communicative continuum (Littlewood, 2005). The other is the framework that categorizes the components of communicative competence from a pedagogical perspective (Celce-Murcia, Dörnyei, & Thurrell, 1995). The results of this study indicate that, firstly, the average number of speaking activities in exercising formulaic structure is higher than that of the number of activities negotiating meaning. Activities focused on exercising formulaic structure include non-communicative learning (26.29%) and pre-communicative language practice (50.80%). Secondly, the most frequent categories of communicative competence are identified in linguistic competence (28.69%) and discourse competence (64.14%) which are mainly composed of lexico-grammatical building blocks in formulaic structures. According to the findings from this study, more meaning-oriented speaking activities such as communicative language practice and structured communication should be provided in systematic procedures to help learners gradually attain various components of communicative competence. In addition, situational variables and politeness strategies of sociocultural competence should be considered in speaking activities.

실천학습(Action Learning)이 대학생의 의사소통 능력과 대인관계 능력에 미치는 효과

김영희,강문실 한국교양교육학회 2015 교양교육연구 Vol.9 No.4

This study aimed to verify the effects of action learning in enhancing communication skills and interpersonal skills among university students. Quantitative data were collected from total of 80 students, 40 students from the experimental group who have participated in the action learning program, and the other 40 students from the control group who have not participated in the program. The participants from both groups have taken a liberal arts course related to communication, which was instructed by the researcher. Based on the previous research on the interrelationship between communicative and interpersonal competencies, the study led to the following results: First, both of the participants from the control and the experimental groups displayed improvement in their communicative and interpersonal competencies, but the degree of improvement showed significant difference among the two groups. Second, action learning for the improvement of communicative competence found to be an effective teaching-learning method to enhance communicative competence in university students. Third, action learning to increase communication skills was found to be effective in enhancing the university students' interpersonal skills. Fourth, it was found that there is a correlation between communicative and interpersonal competences in improving communicative skills. The results of this study suggests that one of the core competencies for the university students are communicative and interpersonal competencies. Moreover, the results addressed the need to offer instructional methods that could enhance and strengthen communicative and interpersonal competencies among the university students. 본 연구는 대학생의 의사소통 역량 증진을 위한 실천학습이 의사소통능력과 대인관계능력 증진에 미치는 효과를 검증하는데 목적이 있다. 이를 위하여 실천학습 프로그램에 참여한 실험집단 학생 40명과 참여하지 않은 비교집단 학생 40명으로부터 얻은 양적 자료를 비교 검증하였다. 두 집단은 모두 본 연구자의 의사소통과 관련된 교양과목을 수강한 학생들이다. 소수의 선행연구에서 제시한 의사소통능력과 대인관계능력의 상호 연관성을 기반으로 한 설계에서 출발한 본 연구결과는 다음과 같다. 첫째, 의사소통능력 증진을 위한 실천학습에 참여한 실험집단과 참여하지 않은 통제집단 모두 의사소통능력과 대인관계능력이 향상되었으나 향상 정도에는 두 집단 간에 유의한 차이가 있었다. 둘째, 의사소통능력 증진을 위한 실천학습은 대학생의 의사소통능력을 보다 효과적으로 증진시킬 수 있는 교수·학습 방법인 것으로 나타났다. 셋째, 의사소통능력 증진을 위한 실천학습은 대학생의 대인관계능력을 증진시키는 데에도 효과적인 방법임이 드러났다. 넷째, 의사소통능력 증진을 위한 실천학습에서 의사소통능력과 대인관계능력은 높은 상관율을 보였다. 본 연구 결과는 대학생들이 갖추어야 할 핵심역량 중 의사소통 역량과 대인관계 역량을 개발·강화하기 위한 교육방법이나 방향을 제시하는 데 일조할 수 있을 것이다.

대학생의 자기수용이 대인관계능력에 미치는 영향: 자아존중감과 의사소통능력의 매개효과

이어진,최수미 한국상담학회 2015 상담학연구 Vol.16 No.4

This study hypothesized and investigated that self-esteem and communicative competence mediated the relationship between self-acceptance and interpersonal relationship competence of university student. The data was collected from university located in 6 major cities(Busan, Seoul, Daejeon, Daegu, Jeonju, Gwangju) and online community. 789 people were taken as the analytical subjects among 333 male and 456 female. The result showed that first, there were positive correlations among self-acceptance, self-esteem, communicative competence, and interpersonal relationship competence. second, self-esteem and communicative competence mediated the relationship between self-acceptance and interpersonal relationship competence. These results imply that interpersonal relationship competence can be influenced by self-esteem and communicative competence. The study results suggest that a psychotherapist can intervene more efficiently by promoting the client's self-esteem and communicative competence. lastly, we discussed the implications and the limitation of this study. 본 연구에서는 대학생의 자기수용이 대인관계능력에 영향을 미치는 과정에서 자아존중감과 의사소통능력의 매개효과를 가정한 후 이를 검증하고자 하였다. 이를 위해 전국 주요도시 6곳(부산, 서울, 대전, 대구, 전주, 광주)에 소재한 대학교 및 온라인 커뮤니티를 통해 대학생을 유의표집으로 추출하여 789명(남 333명, 여 456명)을 대상으로 자기수용, 자아존중감, 의사소통능력, 대인관계능력에 대한 설문을 실시하고 결과를 분석하였다. 구조방정식을 사용하여 분석한 본 연구의 주요결과는 다음과 같다. 첫째, 자기수용, 자아존중감, 의사소통능력, 대인관계능력은 정적 상관을 보였다. 둘째, 자기수용과 대인관계능력 간의 관계에서 자아존중감과 의사소통능력의 매개모형을 검증한 결과, 자아존중감과 의사소통능력이 완전매개하는 것을 발견했다. 이는 자기수용이 자아존중감과 의사소통능력을 경유하여 대인관계능력에 영향을 미치는 것을 의미한다. 끝으로 본 연구의 의의와 제한점에 대해 논의하였다.

한-중 대학생의 문화간 커뮤니케이션 수행능력에 대한 탐색연구: 호스트와 체류자 관계를 중심으로

이두원 ( Du Won Lee ) 한국커뮤니케이션학회 2011 커뮤니케이션학연구 Vol.19 No.2

이 연구는 호스트(host)와 체류자(sojourner)의 시각에서 한-중 대학생의 문화간 커뮤니케이션 수행능력을 비교·탐색해보고자 하는 시도이다. 최근 한국대학에 외국인 유학생 수가 급격하게 증가하고 있으며, 전체 외국인 유학생 수 대비 중국인 유학생이 차지하는 비율은 약 70%에 다다르고 있다. 그러나 한국에 대해 좋은 인상을 갖고 온 중국인 유학생들이 한국사회의 편견과 문화간 소통에 대한 한국인의 이해와 배려 부족으로 오히려 ``반한정서``를 갖게 되는 경우도 발생하고 있다. ``한-중 대학생의 문화간 커뮤니케이션``은 호스트로서 한국인 학생과 체류자로서 중국인 유학생 간에 발생하는 소통현상이다. 이때 타문화 권으로부터의 방문객(異邦人)을 상대로 문화간 소통을 수행하는 한국인 대학생들은 어느 정도의 문화간 커뮤니케이션 지식, 태도, 기술, 인식을 갖고 임하는가? 반면 타문화(異文化)권의 체류자로서 호스트 문화의 구성원을 상대로 문화간 소통을 수행하는 중국인 유학생들은 어느 정도의 문화간 커뮤니케이션 지식, 태도, 기술, 인식을 갖고 임하는가? 이러한 문제제기와 함께 이 연구에서는 호스트로서 한국인 대학생과 체류자로서 중국인 유학생 간의 문화간 커뮤니케이션 수행 능력을 비교 분석해 봄으로서, 문화간 커뮤니케이션 수행 능력의 구성요인 별로 호스트와 체류자 그룹 사이에 어떤 수행능력의 차이와 특성이 내재되어 있는가를 성찰해 보는데 연구의 초점을 두었다. This study is designed to explore intercultural communicative competence of Korean students as hosts and Chinese students as sojourners in Korean universities. Intercultural communicative competence is the complex of abilities needed to perform effectively and appropriately when encountering with others who are culturally and often linguistically different from oneself. Competence is abstract and cannot be witnessed directly; thus, it should be inferred by observing how one performs. Competence and performance are interrelated. From this perspective on competence, this study aims at observing how Korean students as hosts and Chinese students as sojourners perform their intercultural communication. To achieve this aim, Korean and Chinese students` performance of four dimensions of intercultural communicative competence, involving the knowledge, attitudes, skills, awareness was measured with a survey. The study result offers not only the performative comparison between the intercultural communicative competence of Korean students and that of Chinese students but also a theoretical schema of the intercultural communicative competence from the perspective of a host and a sojourner.

아동 한국어 학습자의 한국어 능력 범주 및 평가 구인 설정 연구

이준호 ( Jun Ho Lee ) 우리어문학회 2015 우리어문연구 Vol.51 No.-

This study aims to examine communicative competence of young Korean language learners and to develop constructs for assessing their communicative competence. In this study, young Korean language learners are defined as those children whose Korean is their foreign or second language or whose Korean is their only language, but is underdeveloped to be their sufficiently-fluent first language. It is a widely shared notion that evaluative constructs for assessing communicative competence of young language learners should be different from those for adult learners. Teachers who assess young Korean language learners need to understand what language competence could be expected to be developed by them upon their age before the teachers design how to assess them. Since knowing what to test precedes knowing how to test, defining communicative competence of Korean speaking children will be the first step to develop testing material. In order to meet this purpose, this study analyses ``2012 national curriculum for elementary Korean language department`` to identify what language abilities are accepted as teachable, or assessable contents and to understand communicative competence of young Korean language learners upon their age. Also this study examines the characteristics of language development of young language learners and reflects these characteristics when identify communicative competence and constructs of assessment of young Korean language learners. To summarize the result of this study, it is desirable to assess basic literacy and an ability to talk about oneself and their feeling in case of 8∼9 year-old learners, and to start assessing sociolinguistic competence and discoursal competence when they reach to age of 10 or 11. And when they become more then 12, it is possible to assess sociolinguistic competence relating discourse type, situation, interlocutor, purpose of discourse and to assess expansive discoursal competence. Strategic competence, regarding that this competence is easily to be imponderable elements in setting of classroom evaluation, is selected as an optional construct.

하이테크놀로지를 이용한 보완대체의사소통(AAC) 중재가 발달장애아동의 의사소통능력에 미치는 효과

강현희,박현주 한국특수교육학회 2016 특수교육학연구 Vol.51 No.3

The purpose of this research is to investigate the effects of AAC intervention using tablet computer adopting text to speech(TTS) program on children who are able to speak in limitedly expressed words. The effect was considered in both aspects of communicative competence, linguistic and pragmatic competence. Three children with developmental disabilities were participated in subjects for AAC intervention which was with performed multiple probe design. This research measured number of different words(NDW) and mean length of utterance(MLU-w) to examine linguistic communicative competence, and observed the change of communicative functions and communication modes to analyze pragmatic communicative competence. NDW and MLU-w was measured by speech and AAC device. Communicative functions were analyzed by speech, AAC device, and gestures. Communicative methods were separately analyzed by speech, vocalization, gestures, and AAC device. The results of this research are as follows. Firstly, NDW of children with developmental disabilities were increased dramatically after AAC intervention with high technology, and the improvement was persisted in maintenance stage. Secondly, MLU-w of the children were increased after AAC intervention with high technology and maintained thereafter. Usage of AAC mainly contributed to the improvement. Thirdly, communicative functions of the children either became diverse or increased in frequency. Lastly, AAC intervention with high technology was effective in diversifying communication modes. Especially this research verified intensification in forms of expression as a result of increased interaction by utilizing AAC. In summary, AAC intervention with high technology increased NDW and MLU-w as well as improved communicative functions, and diversified modes of communication in children with developmental disabilities. This research is clearly meaningful in suggesting the effectiveness of AAC intervention which improves linguistic and pragmatic communicative competence to children with disabilities who are able to speak in limitedly expressed words. 본 연구에서는 음성합성기술이 포함된 프로그램을 태블릿 PC에 설치하여 보완대체의사소통 중재 를 실시하고 그러한 중재가 발달장애아동의 의사소통능력 증진에 어떠한 효과가 있는지를 알아보고자 하였다. 연구 참여자는 발달장애 아동 3명이었으며 이들을 위한 중재는 중다 간헐 기초선 설계에 따라 예비단계, 기초선, 중재, 일반화, 유지의 순서로 진행되었다. 연구 결과에 의하면, 중재 이후 아동들의 어휘(NDW)와 구문길이(MLU-w)가 증가하여 언어적 능력 증진에 효과가 있는 것으로 나타났다. 또한 의사소통 기능과 방식이 다양하게 증가하여 화용적 능력 증진에도 효과가 있는 것으로 나타났다. 본 연구는 제한적이기는 하지만 한 낱말 표현이 가능한 발달장애아동을 대상으로 하이테크놀로지를 이용한 보완대체의사소통 중재를 실시하고, 그러한 중재가 화용적 능력뿐 아니라 언어적 능력 모두를 포함한 의사소통 능력 촉진에 효과가 있음을 입증하였다는 데 그 의의가 있다.

수출업자의 공감능력이 문화적 역량 및 문화 간 의사소통능력에 미치는 영향

정갑연 한국기업경영학회 2021 기업경영연구 Vol.28 No.3

본 연구는 한국 중소기업 수출 담당자들의 공감능력이 문화적 역량을 영향을 미쳐, 문화 간 의사소통역량을 높이는지를 확인하고자 하였다. 이에 본 연구에서는 수출업자의 공감능력을 인지적, 정서적 공감능력으로 문화 적 역량을 문화적 인식, 지식, 경험으로 구분하여, 수출업자의 공감능력이 문화적 역량을 통해 문화 간 의사소통 역량을 향상시키는지를 확인하고자 하였다. 분석을 위한 표본은 한국무역협회 회원사 중 212개의 중소제조기 업 수출 업무담당자로 하였다. 실증분석 결과 수출업자의 인지적, 정서적 공감능력은 문화적 역량의 하위요소 인 문화적 인식, 지식, 경험 모두에 긍정적인 영향을 미쳤다. 그리고 수출업자의 문화적 역량의 하위요소 중 문화적 인식과 지식은 문화 간 의사소통역량에 유의한 영향을 주었지만, 문화적 경험은 영향을 미치지 않는 것으로 확인되었다. 본 연구의 결과는 다른 문화적 배경을 가진 수출입업자의 호의적인 관계 증진에 있어 요구 되는 수출업자의 문화 간 의사소통역량을 높이는 공감능력과 문화적 역량을 살펴봄으로써 중소기업이 수출업 자의 이러한 역량들을 증진시키기 위한 전략적 방안을 제언하였다. Despite the active trade between exporters and importers from different cultural backgrounds in a global environment, research on intercultural communicative competence in the international management field was insufficient. In particular, despite the fact that exporters’ intercultural communicative competence is a very important factor in forming a friendly relationship with importers in international trade, studies to understand the ability of exporters to improve the intercultural communicative competence are lacking. Therefore, this study aimed to examine whether exporters of small and medium-sized manufacturing companies(SMEs) in Korea are able to improve their empathy and cultural competence, thereby enhancing intercultural communicative competence. In other words, this study divides the empathy of exporters into cognitive and emotional empathy, and cultural competence into cultural awareness, knowledge, and experience, and whether the cognitive and emotional empathy of exporters improves intercultural communicative competence through cultural awareness, knowledge, experience. To examine this, an empirical analysis was conducted using 212 export managers of small and medium-sized manufacturing companies in Daegu and Gyeongbuk. As a result of empirical analysis, the cognitive and emotional empathy of exporters had a positive effect on all of the sub-elements of cultural competence, such as cultural awareness, knowledge, and experience. In addition, it was confirmed that cultural awareness and knowledge among the sub-elements of the cultural competence of exporters had a positive effect on the intercultural communicative competence, but the cultural experience did not. The results of this study suggested strategic plans for SMEs to enhance competencies of exporters by discovering the empathy and cultural competence required to improve the intercultural communicative competence, which is necessary for improving the friendly relations of exporters and importers.

L2 대학생 한국어 학습자의 의사소통능력 영역별 학습 전략 사용 양상

이유림,김인희,썬쑤완나씨 사야몬,김영주 한국어의미학회 2019 한국어 의미학 Vol.65 No.-

This research investigates language lstrategies focusing on the four domains of communicative competence. A survey was conducted among 421 participants in three different countries over three years using Language Strategy Use Inventory. The quantitative data from the survey was analyzed using univariate ANOVAs and Pearson correlation in SPSS 24. The findings are as follows: 1) The greatest frequency of strategies appeared in the category of discourse competence followed by strategic competence, grammatical competence, and then sociolinguistic competence. 2) The analysis of strategies according to the variables of learners revealed that grammatical competence is influenced by Korean study place; sociolinguistic competence is influenced by gender, overseas study experience, Korean study place, graduation/schooling country, KFL/KSL, and heritage status; strategic competence is influenced by gender; and discourse competence is not influenced by any factors.