A Study on the Effects of an English Public Speaking Course on Chinese EFL University Students’ Critical Thinking Ability

장몽설 세한대학교 대학원 2022 국내박사

Critical thinking ability is an essential 21st century skill that is necessary to achieve success in social and professional contexts. Thus, critical thinking ability should be taught, practised, and developed. Fostering students’ critical thinking ability is an important objective of China’s higher education. Guideline on College English Teaching, released by the Ministry of Education of the People’s Republic China in 2007, clearly pointed out that improving students’ critical thinking ability should be treated as an essential goal of English education. The document emphasized that this goal can be achieved through relevant courses. In China, the English public speaking (EPS) course is known to be helpful for developing EFL university students’ critical thinking ability. However, most previous studies regarding this issue have been carried out from theoretical perspectives and empirical studies are very few. Considering that proficiency levels and gender might affect the results, therefore, this current study aimed to explore the effects of an EPS course on Chinese EFL university students’ critical thinking ability according to proficiency levels and gender. 115 freshmen from a university in Hunan Province in China participated in this study and they were randomly divided into one experimental group (n = 55) and one control group (n = 60). Based on the scores of TOEIC listening test, the participants were grouped into low-, intermediate- and high-levels. During the 16-week treatment, the experimental group was required to take the EPS course while the control group took a traditional English speaking course. To confirm the effects of EPS course, pre- and post-tests regarding critical thinking ability were conducted respectively. Additionally, there were interviews after the post-tests. Independent samples t-tests, paired samples t-tests and one-way ANOVA were adopted for data analysis in SPSS 23.0. After the 16-week experimental period, the major findings of the current study are as follows: EPS course had significantly positive effects on enhancing the critical thinking ability of Chinese EFL students regardless of their proficiency levels. The higher the levels of students were, the more they improved in critical thinking ability. In terms of critical thinking dispositions, the low-level students improved the most in inquisitiveness and the least in open-mindedness. However, the intermediate-level students improved the most in truth-seeking and systematicity, and the least in analyticity. The high-level students improved the most in truth-seeking and self-confidence, and the least in analyticity. There was no significant difference between male and female students in the growth of critical thinking ability. That means, gender was not a significant factor of affecting students’ critical thinking ability in this current study. There are several pedagogical implications based on the findings. Considering that there is a positive correlation between students’ proficiency levels and their critical thinking growth, therefore, EPS teachers in China should try to improve students’ language proficiency. In addition, creating a democratic, equal and harmonious classroom atmosphere is also needed for improving students’ critical thinking ability. EPS teachers should give students more time and opportunity to practice, and create or simulate a real scenario for them to practice. Finally, the teaching methods in EPS course need to be more diversified, and the way of integrating critical thinking shoud be further systematized.

한국어 문법 능력이 한국어 구사 능력에 미치는 영향에 관한 연구 : 중국인 학습자를 중심으로

왕리리 中央大學校 大學院 2017 국내석사

In order to improve the ability of Korean language proficiency and communication skills, this study is going to provide an efficient education way, analyze the relationship between Korean grammar ability and Korean speaking ability for Chinese Korean learners, the relationship between grammar and spoken ability, grammar ability and written ability as well. Through this analysis, we will provide the basic data for efficient education to improve the communication skills. Grammar has been a major controversy in the second language learning process. Is it true that a learner with high grammar skills also has a high ability to speak or write at the same time? After introducing the teaching method of communication in Korean language education, the grammatical competence focused on the role of the learner 's linguistic ability. While the relationship between grammatical and proficiency skills were cleared, a desirable educational method could be provided. Also, when Korean language learners could not apply the knowledge they learned in classroom to real life, they have difficulties to understand or express in speaking with Koreans in daily life. Therefore, effective teaching and learning methods are still needed to cultivate Korean language proficiency. In order to investigate the relationship between grammatical and proficiency ability, 662 Chinese Korean language learners in A University have been chosen to use their grammar, speaking and writing records, frequency analysis, correlation analysis, and session analysis have been analysed by using Spss Statistics 24. The results of the analysis show that the whole grammar can show a significant correlation in both the whole speak and the whole writing. However, the correlation between grammar and writing was higher than the correlation between grammar and speaking. According to the grades, the correlation between the grammar ability and speaking ability at the intermediate level was lower than the grammar ability and speaking ability at the beginner level. Grammar ability and writing ability by grade showed similar results. In addition, grammar skills have an impact on speaking ability, but their influence is also limited. Unlike speaking ability, grammar can show a high impact on writing ability. Based on these results, this study presented the Korean language education by proficiency. This study clarifies the correlationships between grammatical ability and speaking ability which are controversial in Korean language education and confirmed that a high grammatical ability can not bring a high speak ability to the learner. Even there is a certain correlation between grammatical ability and speaking ability, the relationship have been improved to be limited. 본 연구는 한국어 구사 능력을 향상 시키고 의사소통 능력을 높이기 위해 적절한 교육 방법을 제시하고, 중국인의 한국어 학습에서 한국어 문법 능력과 한국어 구사 능력의 관계를 분석하여 문법 능력과 구어 구사 능력, 문법 능력과 문어 구사 능력의 관계를 밝혔다. 이러한 분석을 통해 의사소통 능력을 향상시키기 위한 효율적인 교육 방안을 모색하는 기초 자료로 제공하고자 한다. 제2언어 학습과정에서 문법은 지금까지 큰 논쟁거리가 되어 왔다. 높은 문법 능력 갖고 있는 학습자가 과연 말하기 능력 혹은 쓰기 능력도 높은가? 특히 의사소통 교수법을 한국어교육에서 도입한 후 문법 능력과 학습자의 언어 구사 능력과의 상관성에 관심을 두었다. 문법 능력과 구사 능력의 관계를 잘 알게 된다면 바람직한 교육 방법을 제시할 수 있다. 또한 한국어 학습자가 교실에서 배우는 지식을 실제 일상생활에 잘 적용하지 못해서 실생활에서 한국인과 대화할 때 상대방의 말을 이해 못하거나 표현이 힘들다는 것을 많이 느낀다. 그러므로 한국어 구사 능력을 기르기 위해 효과적인 교수학습 방법이 여전히 필요하다. 본 연구는 문법 능력과 구사 능력의 관계를 밝히기 위해 a대학에서 한국어를 배우는 662명 중국인 학습자 대상으로 Spss Statistics 24를 이용하여 문법과 말하기, 쓰기 성적에 대한 빈도분석, 상관분석 및 회기분석을 통해 상관성을 분석했다. 분석결과를 살펴보면 전체 문법은 전체 말하기와 전체 쓰기 모두 유의한 상관관계를 보여주었다. 하지만 서로의 상관성을 보면 문법과 쓰기 의 상관성은 문법과 말하기의 상관성보다 더 높게 나타났다. 등급별로 보면, 중급 단계의 문법 능력과 말하기 능력의 상관성은 초급 단계의 문법 능력과 말하기 능력에 비교하면 떨어지는 것으로 나타났다. 등급별 문법 능력과 쓰기 능력도 비슷한 결과가 나타났다. 또한 문법 능력이 말하기 능력에 대해 영향을 미치지만 그 영향력도 한정적이다. 그러나 말하기 능력과 달리 문법은 쓰기 능력에 대해 높은 영향을 끼치는 것을 보여 줄 수 있다. 이 결과에 따라 본고에서 한국어교육에서 숙달도별 교육 제안을 제시하였다. 본 연구는 한국어 교육에서 논쟁거리가 되는 문법 능력과 말하기 능력의 관계를 밝히고 문법 능력이 높은 학습자가 말하기 능력도 당연히 높은 것은 아님을 확인했다. 물론 문법 능력과 말하기 능력은 일정한 상관관계가 있지만 그 관계는 제한적이다.

듣기 및 말하기 전략 사용과 의사 소통 능력의 관계 분석 : 구조 방정식 모델링 접근법

이현정 전북대학교 일반대학원 2019 국내박사

The present study examines the underlying constructs of communicative strategies and their causal effects on listening and speaking ability in interpersonal communication. Principal Axis factor analysis with oblimin rotation was administered to a sample of 230 participants to obtain underlying factors which constitute listening and speaking strategies. Confirmatory factor analysis was performed to examine if these latent factors generated by exploratory factor analysis adequately fit the data and found the optimal factor solutions for both strategies. The study further examined the effects of the communicative strategies on the students’ perceived proficiency measured by two different self-assessment instruments. To specify each structure that accounted for the relationship among both listening strategies and speaking strategies, and their effect on students’ interactional listening and speaking ability respectively, structural equation modeling with a second order factor solution was employed. The best fitting model for interactional listening strategies indicated the following: negotiation for meaning while listening and getting the gist directly affected the participants’ L2 listening ability; scanning prosodic and phonological features and scanning syntactic features indirectly influenced L2 listening ability; and nonverbal strategies both directly and indirectly affected L2 listening ability. From the model, it was found that although nonverbal strategies had a negative direct effect on L2 listening proficiency, when mediated by other factors such as scanning prosodic, phonological, syntactic features, negotiation for meaning, and getting the gist, they had a positive indirect effect. The final structural model for interactional speaking strategies, on the other hand, identified three distinctive patterns: reduction strategies and fluency oriented strategies directly impacted the participants’ L2 speaking ability; affective strategies and accuracy oriented strategies indirectly influenced L2 speaking ability; and the second order factor of negotiation both directly and indirectly affected L2 speaking ability. It was found that affective strategies became the single independent predictor variable which divided learners’ choice of strategies between what is known to be more proficient learner strategies and less proficient learner strategies. To conclude, this study has made a significant contribution to modeling the use of oral communication strategies and listening and speaking ability and the findings provide important insights into learners’ L2 listening and speaking processes in interpersonal communication.

(An) exploratory validation of standardized EFL speaking tests based on the theoretical framework of test usefulness

변혜원 Graduate School, Korea University 2013 국내박사

The primary purpose of this study was to investigate test usefulness for the five leading standardized speaking tests Task characteristics, scoring rubrics, and test methods were evaluated from these tests in order to further investigate the variances that influence speaking performances. The following components of test usefulness were checked and measured: reliability, construct validity, authenticity, and interactiveness. Differences in task types, testing, and scoring methods were identified as sources of variance that influence speaking assessments. Therefore, the different test tasks and the contributions of the tasks relative to a test taker’s speaking ability were examined for test usefulness. Due to limited resources, actual one-on-one interviews are not always feasible in L2 testing conditions. Therefore, for this study the commonly substituted method of the Simulated Oral Proficiency Interview (SOPI), was administered, with results compared to the Oral Proficiency Interview (OPI) method. As various tasks require different scoring rubrics, the nature of these scoring rubrics was also examined to determine their impact on test takers. To address these issues, two tasks from the Test of English for International Communication (TOEIC) Speaking, the Test of English Proficiency developed by Seoul National University (TEPS) Speaking, the International English Language Testing System (IELTS) Speaking – General Training, the Test of English as a Foreign Language (TOEFL) iBT Speaking, and the American Council on the Teaching of Foreign Languages (ACTFL) Oral Proficiency Interview Computer Test (OPIc) were administered to seventy four college students. These standardized tests were administrated using the SOPI method, while the one-on-one interview was conducted following the OPI method. Examinees’ performances were rated three times: first, according to a rubric based on communicative language ability (CLA), and then following the rubric that originally accompanied each task, and finally according to a holistic rubric. Task completion was added to the CLA rubric to further examine the task effects on the test takers. After this, the data were analyzed using several analytic methods, including a multi-faceted Rasch model and factor analysis. The results indicated that the TOEFL and IELTS had the most overall usefulness, characterized by a good degree of authenticity and interactiveness. On the other hand, the TOEIC was the least useful test, with an ill-defined Target Language Use (TLU) task and TLU domain. Factor analysis revealed that unlike the high correlation found among all the tests and the interview from the preliminary reliability estimation and previous research, no other test loaded on the same factor as the interview. Therefore, while OPI may not be a replica of real communication, it was at least found to measure different constructs of speaking ability when compared to the other SOPI methods. For the task evaluation, the results indicated that overall, the TOEFL and the IELTS with integrated tasks had the highest test usefulness. These two tasks were also the most difficult tasks for the test takers and they both had a high degree of authenticity and interactiveness. On the other hand, a low degree of authenticity and interactiveness did not necessarily coincide with ease of the test task. Therefore, the qualities of a test task should not be evaluated independently, nor determined by a single quality of a given test. The findings also revealed latent factors based not on the operational constructs of speaking ability, but according to the tasks. Different scoring rubrics yielded different performance measures; however, a CLA rubric and holistic scoring were consistent in producing stable measures, regardless of the different tasks. Based on findings on test usefulness and the variables that affect speaking ability, it is recommended to first develop a test that has a well-defined TLU domain in order to improve the quality of speaking assessments in current English as a Foreign Language (EFL) settings. The correspondences between the TLU domain, the TLU task, and the test task were shown to be the most important features of test usefulness. Next, it was found that assessing speaking ability via the SOPI method is necessary yet provides insufficient evidence for the test taker’s speaking ability. Therefore, the SOPI method should be accompanied by the OPI method. When such assessments are not feasible, as in most cases for our L2 learning environments, task selection for a SOPI test should include at least one task that is similar to a one-on-one interview in terms of the task characteristics and test usefulness.

영어 말하기 분산연습이 말하기 능력 및 흥미도에 미치는 효과 분석 : 초등 영어학습자를 대상으로

유지인 연세대학교 교육대학원 2023 국내석사

The purpose of this study is to verify the effect of English speaking distributed practice on speaking ability and interest for elementary English learners. In particular, focusing on the comparison of distributed practice with contrasting massed practice, speaking ability was divided into four areas: speech fluency, grammar, pronunciation accuracy, and vocabulary. In order to find out the above problems, 120 sixth-grade students of H Elementary School located in Hwaseong-si, Gyeonggi-do, were selected as an experimental group (distributed practice) and a control group (massed practice) and conducted an experiment. 60 experimental groups (distributed practice) divide the learned content three times a week at 2-3 days intervals and practice in a distributed manner, and 60 control groups (massed practice) practice intensively by concentrating the learned content once a week. A total of 24 regular English classes (40 minutes) were done for 8 weeks, and all practice activities and teaching methods were the same between the experimental group (distributed practice) and the control group (massed practice). In this study, the results of analyzing the English speaking ability and interest ofthe two groups before and after the experiment at the significance level of 0.05 through t-verification of the independent sample are as follows. Regardless of the learner's speaking level, distributed practice showed a greater effect on English speaking ability than massed practice. As a result of dividing this by level, there was no significant difference between distributed practice and massed practice for upper-level learners, while middle-level and lower-level learners had a more positive effect in distributed practice than massed practice. As a result of MANOVA analysis of variance by dividing speaking ability by each detailed area, distributed practice improved in all detailed areas of speaking ability (speech fluency, grammar, pronunciation accuracy, and vocabulary) regardless of learner level. However, dividing this by level, in the case of high-level learners, there was no difference between distributed practice and massed practice in four areas. On the other hand, in the case of middle and lower-level learners, there was a significant difference between the distributed practice groups, and conducting distributed practice had a positive effect on all four areas, in the order of speech fluency, pronunciation accuracy, vocabulary, and grammar. Finally, it was found to be more effective in improving interest in speaking English when practicing distributed rather than massed practice for elementary English learners. The same result was found when examined by dividing it by learner level. Based on these research results, I would like to suggest some educational implications. First, in order to improve communication skills aimed at elementary English education, distributed practice, which is more frequent, is effective, and regular tests are used as a way for teachers to naturally induce them. Second, since there is a difference in the effect between distributed and massed practice for each area within English speaking, teachers should use them appropriately according to educational intentions, and the development of textbooks and learning tools that reflect these principles is required. Third, there was nosignificant difference between the two methods for high-level learners by learner level, but since distributed practice was confirmed to be more advantageous for middle and low-level learners, teachers should mainly use distributed practice, but continuous counseling and feedback should be continued so that learners can learn through their own methods. Key words: Elementary school, English speaking, Distributed practice, Massed 본 연구의 목적은 '초등 영어학습자를 대상으로 영어 말하기 분산연습이 말 하기 능력 및 흥미도에 미치는 효과’에 대해 검증해보려는 것이다. 특히 분 산연습을 이와 대조되는 집중연습과의 비교에 초점을 맞춰 말하기 능력을 발 화유창성, 문법성, 발음정확성, 어휘구사력 네 가지 영역으로 나누고, 학습자 의 말하기 수준을 상, 중, 하로 나누어 연습 횟수가 각 영역 및 수준, 정의적 영역에 미치는 효과가 어떻게 다른지에 주목하였다. 위와 같은 문제를 알아보기 위해 경기도 화성시에 위치한 H초등학교 6학년 학생 120명을 각 60명씩 실험집단(분산연습)과 통제집단(집중연습)로 선정하 여 실험을 진행하였다. 실험집단(분산연습) 60명은 영어 말하기를 2-3일 간격 으로 일주일에 3회로 나누어 분산적 방법으로 연습하는 집단이고, 통제집단 (집중연습) 60명은 영어 말하기를 일주일에 1회로 몰아서 집중적으로 연습하 는 집단이다. 8주간 총 24차시 영어과 정규수업시간(40분)을 활용하였으며 실험 집단(분산연습)과 통제집단(집중연습) 간에 연습의 횟수를 제외한 모든 연습 활 동, 수업 방식, 총 연습량 등은 같게 이루어졌다. 본 연구에서 실험 전·후의 두 집단에 대한 영어 말하기 능력 및 흥미도를 독립표본의 t-검증을 통하여 유의수준 0.05에서 분석한 결과는 다음과 같다. 학습자의 말하기 수준과 관계없이 살펴보았을 때에는 영어 말하기 능력에대해 분산연습이 집중연습보다 더 큰 효과를 보였다. 이를 수준별로 나누어 살펴본 결과, 상위수준 학습자의 경우 분산연습과 집중연습 사이에 유의미한 차이가 없었던 반면 중위수준과 하위수준 학습자의 경우, 집중연습보다 분산 연습에서 더욱 긍정적인 효과가 있었다. 말하기 능력을 각 세부 영역별로 나누어 다변량 분산분석한 결과, 학습자 수준에 관계없이 말하기 능력의 모든 세부 영역(발화유창성, 문법성, 발음정 확성, 어휘구사력)에서 분산연습을 통해 더 큰 향상을 이루었다. 그러나 이를 수준별로 나누어 살펴보면, 상위수준 학습자의 경우 네 영역에서 분산연습과 집중연습 간에 차이가 나타나지 않았다. 반면, 중위와 하위수준 학습자의 경 우 분산연습과 집중연습 집단 간의 유의미한 차이가 발생하였으며 분산연습을 실시하는 것이 네 영역 모두에 긍정적인 효과를 가져왔고, 이는 발화유창성, 발음정확성, 어휘구사력, 문법성 순서로 나타났다. 마지막으로 초등 영어 학습자들에게는 집중연습보다 분산연습을 할 때 영어 말하기 흥미도 향상에 더욱 효과적인 것으로 드러났다. 이는 학습자 수준별로 나누어 살펴보았을 때에도 같은 결과가 나타났다. 이와 같은 연구결과를 바탕으로 몇 가지 교육적 시사점을 제언하고자 한다. 첫 번째, 초등 영어교육에서 지향하는 의사소통 능력을 향상시키기 위해서는 보다 자주 연습을 시행하는 분산연습이 효과적이며, 교사가 이를 자연스럽게 유도할 수 있는 방법으로는 주기적인 테스트의 활용 등이 있다. 두 번째, 말 하기 능력 내에서도 각 영역별로 분산연습과 집중연습 간에 그 효과에 대한 차이가 있음을 확인하였기에 교사는 교육적 의도에 맞게 이들을 적절히 활용 해야 할 것이며, 이와 같은 원리가 반영된 교재 및 학습 도구의 개발이 요구 된다. 세 번째, 학습자 수준별로 상위수준 학습자의 경우 두 방법 간에 유의 미한 차이가 없었으나, 중위수준과 하위수준 학습자의 경우 분산연습이 더욱 유리함을 확인하였기에 교사는 말하기 연습을 보다 자주 실행할 수 있도록 하 되, 학습자 스스로 자신에게 맞는 방법을 통해 학습할 수 있도록 지속적인 상 담 및 피드백을 이어가야 할 것이다. 핵심단어: 초등영어학습자, 영어 말하기, 분산연습, 집중연습, 말하기 능력, 흥미도

한국어 말하기 숙달도 평가 방안 : FSI oral proficiency test 분석을 중심으로

정화영 연세대학교 교육대학원 2000 국내석사

본 연구는 말하기 능력을 직접적으로 평가하는 ‘한국어 말하기 본 연구는 말하기 능력을 직접적으로 평가하는 '한국어 말하기 숙달도 시험(KSPT)'의 방안을 제시하는 것을 목적으로 하고 다음과 같이 진행되었다. 먼저 본 연구의 가설로서 'KSPT'는 장래 진로를 염두에 둔 성인에게 요구되는 사회기능 수행 능력을 평가하는 도구로 설정하고 그 내용은 특정 의미의 표현, 해석, 협상의 과정에서 필요한 상호반응적 말하기 능력으로 규정지었다. 설정된 'KSPT'의 검증 방법으로써 지난 50년간 미국 정부 직원의 말하기 숙달도 평가 도구로 사용되어 온 'FSI 말하기 숙달도 시험'에 대한 이론적 분석과 함께 실험적 연구를 실시했다. 연구 목표는 FSI 시험의 실시를 통해서 '상호반응적 말하기 능력의 특성인 상호작용적 능력을 평가할 수 있는가', '설정된 'KSPT'의 대상이나 목적과 부합하는가', 'FSI 시험이 요구하는 기능은 너무 전문적인가'의 세 가지로 설정하였다. 이 연구를 위해 국내 한국어 학습자 열 명을 대상으로 FSI 말하기 시험의 실시와 함께 설문지 조사와 면담을 통해서 대상자의 배경과 의견을 조사했다. 연구는 개별 대상자의 반응을 분석하는 방법으로 진행되었으며 그 결과는 다음과 같다. 첫째, FSI 시험을 통해 말하기 능력의 특성인 상호작용적 능력이 숙달도 수준에 따라 다르게 나타나는 것이 측정될 수 있었다. 그러나 평가 요소에는 이 능력에 대한 것이 포함되지 않았다는 점과 두 평가자의 역할이 분담된 것은 타당도와 실제성의 측면에서 볼 때 부적절한 것으로 분석되었다. 둘째, 학습 목적 조사에서 대상자들이 한국어 능력과 장래 진로를 연관시켰고, 최고 도달 목표로 '교육받은 한국인 기능'과 비슷한 수준을 희망한 점으로 미루어 대상과 목적이 다른 FSI 시험을 적용하는데 별 문제가 되지 않았다. 셋째, 보고와 의견 주장 그리고 면접 등의 전문적 기능으로 설계되어 있는 FSI 시험에 대해서 그 기능의 필요성은 모두 인정했으나, 하위급 수준에서는 자신의 말하기 능력을 발휘할 수 없었다는 점을 들어 거부감을 나타냈다. 이상과 같이 FSI 말하기 시험은 평가자 역할 분담과 평가 요소 설정에서 문제점이 제기되긴 했으나 교육받은 성인에게 요구되는 '상호반응적 말하기 능력'의 측정이 가능한 제도로서 초급을 제외한 중급 이상의 학습자들에게 적합한 한국어 말하기 숙달도 시험으로서의 효용성이 있는 것으로 검증되었다. 이상의 결과 분석을 바탕으로 본 연구의 목적인 'KSPT' 설계 방안을 제시하였다. 시험의 대상은 성인 학습자이며 목적은 '진로 결정에 영향력'을 우선적으로 삼았다. 평가 내용은 성인의 사회 기능 수행을 위한 상호반응적 말하기 능력이다. 평가 유형으로는 '자유 대화', '면접 보고', '요약 보고', '집중 토론'의 네 가지로 설정하고 응시자의 최고 능력이 측정될 수 있도록 숙달도 수준에 따라 선택적으로 사용하는 것을 제안했다. 시험의 타당도와 실제성을 높이기 위해서 '상호작용적 전략'을 평가 요소로 첨가했고 두 평가자가 대담에 같이 참여하는 것을 제의했다. 이상과 같이 제시된 'KSPT'의 신뢰도를 위해 필수적으로 요구되는 평가자의 자질은 '일관성 있는 표본 추출과 측정 능력'으로 규정하였고 그 훈련 과정으로 '이론', '연습' 그리고 '실습'의 세 단계를 제시하였다. 마지막으로 본 연구와 관련되어 앞으로 더 진행될 수 있는 논의로서 언어 사용 실태 조사와 시험적 평가 등에 관하여 제언하였다. The purpose of this study is to present a schematic plan of the 'Korean Speaking Proficiency Test(KSPT)' which is designed to assess Korean speaking ability by a direct method. The study proceeded as follows. First, a hypothetical 'KSPT' is set as a tool to assess the ability to perform social-functions that are needed by adult students to whom Korean ability is important to their future career. The content of the test is defined as the Reciprocal Speaking Ability needed for expression, interpretation and negotiation of specific meanings. To verify the hypothesis, a theoretical analysis and empirical research on the FSI Oral Proficiency Test, which has been used to test US government employees' speaking proficiency for the last 50 years, were conducted. Three research goals to verify the hypothesis were set. First, to find out whether the interactional competence, the trait of Reciprocal Speaking Ability, can be assessed. Second, whether the purpose set for 'KSPT' can be assessed by the FSI Test. And third, whether the functions that are tested by the FSI Test, being designed for specific subjects, are overly professional. For these goals, ten subjects with various backgrounds were randomly chosen from a Korean language institute. In addition to the FSI Test, a survey and an individual interview were conducted in order to obtain testees' background information and their opinions regarding the test. The method of research was to analyze each subjects' response, and the outcome was as follows. First, it was possible to measure the interactional competence at differing proficiency levels. However, an assessment factor for this ability was not included with the FSI Test and the division of the roles of the two testers as a tester and an examiner were analyzed as inappropriate to assuring the validity and authenticity of the test. Second, applying the FSI test which was designed for different subjects and purposes was not a problem, since the subjects related their Korean language ability to their future career and most of them saw their highest goal as becoming 'functionally equivalent to educated Korean'. Third, regarding the specific functions--briefing, interviewing, expressing opinions--to be tested by the FSI Test, which was designed to assess professional functions needed by adults, every subject acknowledged the need know these functions. However, lower level subjects objected, saying they weren't able to show their full speaking ability. Based on the above results, the usefulness of the FSI Test as a model for the 'KSPT', targeted for students from mid level and up except for the basic level, is proved, despite the problems raised with assessment factor and testers' roles. A schematic plan for 'KSPT' was presented based on analysis of the results from the theoretical and empirical research. The subjects of the test are adult students whose Korean ability is important for their future career plans. Considering the function of a proficiency test, the priority purpose of the test is set as 'helping judge suitability for employment.' The content of the test is Reciprocal Speaking Ability and the ability to perform social functions that are needed for adult communication. Four testing formats consisting of 'Free Conversation', 'Interview', 'Briefing' and 'Debate' are suggested to be chosen according the testee's ability in order to assess their highest ability in all levels of proficiency. Interactional strategy based on the 'Interactiveness' is added as an additional assessment factor, with both of the testers helping as interlocutors. For the reliability of 'KSPT' as presented above, the testers should have the ability to elicit samples and rate testees in a consistent manner. And for the testers training, a course consisting of 'Theory', 'Practice' and 'Mock Testing' is suggested. Lastly, the whole proceedings were reviewed and further research in relation to this study--the actual language-use survey, pilot testing and testers training--were recommended.

Developing Speaking Ability Through Extensive Reading of Children's Literature

Jong Neyo Choi 한양대학교 2014 국내박사

ABSTRACT This paper investigates the effects of extensive reading of children’s literature on L2 learners’ speaking ability. In the Korean educational sphere, college EFL learners often struggle, especially in speaking, even with more than 10 years of English education. One of the reasons for the lack of progress in their English abilities is that much of English education in Korea is designed to enhance test scores, since tests are used in schools for admissions and even in corporate environments for hiring and promotions. Schools and private academic institutes use textbooks, drills, and exercises to train the students to become capable test-takers. The result is that the students may score well on standardized tests, but they have very limited capability in situations that require pragmatic language proficiency. There is a need to re-examine the method of reading as one of the most effective ways of acquiring a language and enhancing language skills. Therefore, this research focuses on developing oral proficiency through extensive reading of materials appropriate to the readers’ input levels. Improving speaking ability generally requires an input-output interaction between the learner and a fluent speaker of the target language. It is a resource-heavy endeavor, especially since Korea is not an English-speaking country. On the other hand, reading can be a complete independent activity. The researcher wanted to find the relationship between reading, arguably one of the most cost-effective and efficient ways of acquiring a language, and speaking, one of the most difficult output tasks. Therefore, this research was designed to seek the effects of extensive reading of children’s literature on the participants’ reading abilities; the participants’ behaviors in planned and unplanned discourse communities as they respond to the extensive reading of children’s literature; and the influences of extensive reading of children’s literature on the participants’ speaking abilities in fluency, accuracy, and lexical complexity. Over six months, this study offered eight college-level participants with English reading materials consisting of children’s literature of elementary to high school levels. Furthermore, they were given a stress-free environment, in which the participants were allowed to read any book of their liking at their own pace without any negative pressure, such as those created by exams or grades. The participants read books and took part in discussions, which consisted of planned and unplanned discourses. The researcher recorded the data resulting from the participants’ reading and speaking to study the relationship and changes between their reading habits and speaking ability. Participants’ reading lists, reading journals and notes were collected, and discussions were recorded, transcribed, and processed to produce quantitative and qualitative data. The research was approached mainly from a qualitative perspective with quantitative support. The results indicate that extensive reading is an effective way to improve speaking proficiency, and the most important part of extensive reading is the selection of appropriate reading materials. Participants who saw the most positive change in speaking proficiency in all fluency, accuracy, and lexical complexity from extensive reading were those who read easier books while gradually increasing their book difficulty, regardless of amount of reading. Furthermore, an enjoyable reading experience and the formation of a community of readers helped with the participants’ morale, not just in reading, but also in the desire and the interest of learning English. The results of this study suggest that educators should seriously consider an extensive reading curriculum accompanied with appropriate-level reading materials. While this study introduced the possibility of the development of the participants’ speaking abilities, future research in this area might further contribute to various fields in second language acquisition.

영어 학습 전략이 구이저우 지역 대학생의 영어 말하기 능력 효과에 미치는 영향 : 학습 흥미와 자기효능감의 매개효과

호효 우석대학교 일반대학원 2025 국내박사

본 연구의 목적은 영어 학습 전략이 구이저우 지역 대학생의 영어 말하 기 능력에 미치는 영향을 탐구하고, 학습 흥미와 자기 효능감의 매개 역 할을 분석하고자 하였다. 이론으로 4차원 이론 모델(영어 학습 전략, 말하 기 능력 효과, 학습 흥미, 자기 효능감)을 적용하였고, 설문조사 방법을 사용하여 구이저우 대학, 안순 대학 및 구이양 대학의 대학생 550명을 대 상으로 설문조사를 하여 데이터를 분석하였고, 구조 방정식 모델과 회귀 분석 방법을 사용하여 가설을 검증하였다. 연구 결과, 영어 학습 전략은 영어 말하기 능력에 뚜렷한 긍정적인 영 향을 미쳤으며, 그 중 기억 전략과 메타인지 전략에 영향이 가장 크게 나 타났다. 학습 흥미와 자기 효능감은 모두 영어 말하기 능력에 긍정적 영 향을 미쳤다. 학습 흥미는 영어학습 전략과 영어 말하기 능력과의 관계에 서 부분 매개 역할을 하였으며, 자기 효능감의 매개 효과가 학습 흥미보 다 더 크게 영향을 나타냈다. 결론적으로, 학습 흥미와 자기 효능감이 영어 학습 전략과 영어 말하기 능력 사이에 매개효과가 있음이 나타났다. 향후 연구에서는 소수 지역 적 응 능력 향상 위한 학습전략과 문화 간의 관계, 가상공간 연습과 다중 피 드백 시스템의 효과, 단계별 구술 과제 구현을 통한 영어 말하기 능력 향 상 등의 연구가 필요할 것이다. 본 연구는 소수 민족 지역에서 외국어 교 육 정책을 최적화하기 위한 이론 및 실증적 지원을 제공하였다. The purpose of this study is to investigate the effect of English learning strategies on the English speaking ability of university students in Guizhou region, and to analyze the mediating role of learning interest and self-efficacy. Four-dimensional theoretical models (English learning strategy, speaking ability effect, learning interest, self-efficacy) were applied as a theory, and data were analyzed by surveying 550 university students at Guizhou University, Anshun University, and Guiyang University using a survey method, and the hypothesis was verified using a structural equation model and regression analysis method. As a result of the study, the English learning strategy had a distinct positive effect on the English speaking ability, and among them, the memory strategy and metacognitive strategy were the most affected. Both learning interest and self-efficacy had a positive effect on the English speaking ability. Learning interest played a partial mediating role in the relationship between English learning strategy and English speaking ability, and the mediating effect of self-efficacy had a greater influence than learning interest. In conclusion, it was found that learning interest and self-efficacy had a mediating effect between English learning strategies and English speaking ability. In future studies, studies such as the relationship between learning strategies and cultures to improve adaptability to minority regions, the effects of virtual space practice and multiple feedback systems, and the improvement of English speaking ability through the implementation of step-by-step oral tasks will be needed. This study provided theoretical and empirical support to optimize foreign language education policies in ethnic minority regions.

(The) Influences of Integrated English Reading-Writing Instruction on Korean College Students' Writing and Speaking Abilities

김수지 공주대학교 대학원 2019 국내박사

본 연구는 읽기와 쓰기의 통합학습지도가 제 2언어 학습자들의 쓰기와 말하기 능력 향상에 기여할 수 있는 지 알아보았다. 이러한 통합학습지도가 말하기와 쓰기에 영향을 줄 수 있는 지 알아보기 위해 24명의 대학생들을 대상으로 15주동안 실험이 진행되었으며 실험결과를 알아보기 위해 질적으로 그리고 양적으로 검증되었다. 이 실험의 참가자들은 무작위로 실험집단과 통제집단으로 나누어져, 실험집단은 기본적인 쓰기 기술을 익힌 후, 모델 작문을 읽고 자신의 이야기 쓰기와 신문 저널을 읽고 그에 대한 요약문과 해결책을 제시하는 글을 작성했다. 반면에, 통제집단은 실험집단과 같은 저널의 글을 읽은 후 그에 따른 문제풀이 활동을 실시했다. 두 집단 모두 실험 전과 후에 쓰기와 말하기시험을 보았고, 통합학습지도를 통하여 연구대상자의 쓰기와 묘사하기, 서술하기, 문제 해결책과 같은 말하기 능력에 변화가 있는 지 분석되었다. 또한 설문과 인터뷰를 통해 통합학습지도에 대한 반응도 알아보았다. 분석결과, 읽기와 쓰기 통합학습지도에 규칙적으로 참여한 학습자들의 쓰기 및 말하기 능력이 크게 향상되었으며, 언어영역면에서도 상당한 유의미한 차이를 보였다. 또한, 읽기와 관련된 쓰기 활동이 학습자들의 쓰기와 말하기 능력을 향상시키는 데 도움이 되었다고 설문지와 인터뷰 결과 밝혀졌다. 따라서, 읽기와 쓰기의 통합학습지도는 제 2언어 학습자의 쓰기 및 말하기 능력 향상에 긍정적인 영향이 미쳤음이 밝혀져 EFL 환경에 있는 학습자들의 쓰기와 말하기 능력을 향상시키는 데 도움이 될 수 있는 것으로 나타났다. 또한, 본 연구 결과는 통합학습지도의 효과가 읽기의 테스트 유형, 어려운 쓰기 과제, 그리고 학습자의 수준에 따라 달라질 수 있음을 시사한다. 만약 읽기와 쓰기 과제가 학습자들에게 적절하지 않다면, 언어 수준의 향상을 꾀할 수 없을 것이다. 따라서, 교수자들은 학습자들의 쓰기와 말하기 능력을 향상시키고 효과적인 읽기와 쓰기의 통합학습지도를 실시하기 위해 교안 작성시, 학습자들의 수준과 흥미를 고려해야 한다. The current study investigated whether integrated reading-writing instruction can contribute to L2 learners’ writing and speaking developments. In order to examine its influences on writing and speaking, the study was conducted quantitatively and qualitatively with 24 Korean university students for fifteen weeks. The participants were randomly assigned to two groups, an experimental and a control group. The students in the experimental group were provided with basic writing skills and writing tasks connected to reading such as writing their own stories based on the model writing, and writing summaries and responses in journals. Meanwhile, the students in the control group went through the procedure of a traditional English instruction in Korea where they were encouraged to read and work on comprehension check-up exercises. Both groups took the same pre and posttests during the experiment. In addition, the experimental group completed a questionnaire and were interviewed so as to examine their perception of the integrated reading-writing instruction. The two groups’ performances in the pre and posttests and were compared and analyzed to explore any change in their writing and speaking performances in descriptive, narrative, and problem-solving tasks. The results showed that the students in the experimental group who regularly participated in integrated reading and writing tasks significantly improved their overall writing and speaking abilities. Moreover, the results of the survey and interview illustrated that the students of the experimental group with the integrated instruction perceived that writing tasks connected reading were helpful for enhancing their writing and speaking ability. Based on the analysis, it is revealed that integrated reading-writing instruction had positive impacts on L2 learners’ writing and speaking ability and could be an alternative instructional method to improve writing and speaking in Korean EFL settings. In addition, the results of this study suggest that the effects of the integrative task depend on reading text types and complex writing tasks, and the learners’ proficiency level. If reading and writing tasks are not appropriate for them, they may not elicit improvement in their language proficiency. Thus, instructors should consider the proficiency level of learners and their interests in designing classroom lessons to develop students’ writing and speaking ability and to implement effective reading-writing integration tasks.

일반화가능도 이론을 이용한 말하기 평가의 과제와 채점자 요인 최적화 조건에 관한 연구

조재윤 고려대학교 대학원 2008 국내박사

The purpose of this study is to analyze the error facets in speaking assessment and explore optimal conditions to use the assessment in classroom. This study explores reliability and error facet of the performance assessment for speaking. Also, it suggest practical optimal conditions which are needed to conduct performance assessment. Practical optimal conditions are closely related with practicality of assessment. If reliability and practicality were added to speaking assessment which already equip with validity, it would be an ideal assessment for classroom. Generalizability theory is a method to estimate reliability which can reveal error facet in assessment. In classical test theories, we can not find the error facet in assessment. Generalizability theory provides us information on what kinds of error facets exist through analysis of variance on real situations and conditions of assessment. Also, D study in generalizability theory provides optimal conditions on how to measure to get reliable results(genralizability coefficient is .7~.8 or dependability(Φ) coefficient is .6~.8). After assessing speaking performance of Korean elementary school students' 5th graders directly and half-directly assessment method, this research found optimal conditions based on tasks of speaking assessment and the facet of raters with using GENOVA analysis of generalizability theory. According to the result of G study in generalizability theory, the error facets which affects performance-based speaking assessment of fifth graders are tasks and raters. Among them, the weight of error in tasks(6.36%) and interaction of tasks and persons(8.69%) were high, but the weight of error in raters(0.88%) were low. It was not explained what the interaction among subjects, tasks, and raters(73.67%). Next, accords exist result of D study in generalizability theory, to raise generalizability coefficient over .7, we should increase the number of tasks to 14 when there are 2 raters. If we want to fix the number of tasks into 7, at least 5 raters are needed. Also, to raise dependability coefficient over .6, the number of tasks should be at least 11 when there are 2 raters. In this case of 7 tasks, we need more than 4 raters. In the classroom where only 1 class teacher scores the performance assessment for speaking, more than more than 25 tasks are needed for generalizability coefficient over .7, and 19 tasks for over .6. The optimal assessment conditions can be changed according to the results of D study. To get appropriate genralizability coefficient(0.7), the number of tasks should be 25 when 1 rater scores them, the number of tasks should be 14 when 2 raters scores them, the number of tasks should be 10 when 3 raters scores them, or the number of tasks should be 8 when 4 raters scores them. The numbers of tasks stated above are optimal conditions for practicing speaking assessments. The result of this research shows that speaking assessment should be conducted in the constant processes assessment or portfolio assessment. However, the result of this research which requires large number raters has relatively low realistic possibility. This is why it is needed to reconsider the design of GENOVA analysis for this research. Also, to get appropriate dependability coefficients(0.6) the number of tasks should be 19 when 1 rater scores them, the number of tasks should be 10 when 2 raters scores them, the number of tasks should be 8 when 3 raters scores them, or the number of tasks should be 6 when 4 raters scores them. The numbers of tasks stated above are optimal conditions for practicing speaking assessments. This result shows that it is necessary for speaking assessment to be performed continually. Other studies should be conducted on the appropriate methods for speaking assessment, solving the problems of reliability and practicality, and being helpful for practicing authentic speaking assessments. 이 연구의 목적은 일반화가능도 이론을 이용하여 말하기 평가의 오차 요인을 분석하고 평가를 실시하기 위한 최적화된 조건을 탐색하는 것이다. 이를 위하여 이 연구는 초등학교 5학년 학생들의 말하기 수행에 대하여 직접 평가와 반직접 평가를 함께 실시한 후, 일반화가능도 이론의 GENOVA 프로그램을 활용하여 평가의 오차 요인과 최적화된 조건을 탐색하였다. 일반화가능도 이론은 고전검사 이론의 신뢰도 추정 방법으로 구하지 못하는 평가의 오차 요인을 찾을 수 있다. 이 이론은 실제 평가 조건에 대한 분산분석을 통하여 어떠한 오차 요인이 있는지를 밝혀준다. 그리고 일반화가능도 이론의 결정 연구를 통하여 신뢰가 있는 값(일반화가능도 계수는 .7 ~ .8 또는 의존도 계수는 .6 ~ .8)을 얻기 위하여 어떻게 측정해야 하는지 최적화된 조건을 제시해 준다. 이 최적화된 측정 조건을 파악하면 의사 결정자가 평가를 실시할 때 과제는 몇 회, 채점자는 몇 명으로 해야 하는지 등을 결정할 수 있기 때문에 평가의 실용도면에서 유용하다. 일반화가능도 이론의 일반화 연구(G study) 결과, 초등학교 5학년 학생들의 말하기 수행평가에 영향을 미치는 오차의 요인은 과제와 채점자였다. 오차의 요인 중에서 과제의 오차 비중(6.36%)과 과제와 피험자의 상호 작용 오차 비중(8.69%)은 높았으나, 채점자 요인의 비중(0.88%)은 낮았다. 그리고 잔차인 피험자와 과제, 채점자의 상호 작용은 오차 요인이 무엇인지 설명되지 않았고, 그 비중이 매우 컸다(73.67%). 일반화가능도 이론의 결정 연구(D study) 결과, 말하기 평가의 일반화가능도 계수를 .7 이상으로 높이려면 채점자를 2명으로 할 경우에는 과제 수를 14개로 늘려야 하거나, 과제 수를 7개로 할 경우에는 채점자가 적어도 5명으로 해야 한다. 또한 의존도 계수를 .6 이상으로 높이려면 채점자를 2명으로 할 경우에는 과제의 수를 11개로 늘려야 하거나, 과제의 수를 7개로 할 경우에는 채점자는 적어도 4명 이상이어야 함을 알 수 있었다. 말하기 평가에서 적정한(0.7) 일반화가능도 계수를 얻기 위해서는 채점자를 1명으로 할 때는 과제 수를 25개로 하거나, 채점자를 2명으로 할 때는 과제 수를 14개로 하거나, 채점자를 3명으로 할 때는 과제 수를 10개로 하거나, 채점자를 4명으로 할 때는 과제 수를 8개로 하는 것이 평가 실행의 최적화된 조건이라 할 수 있다. 이 결과는 말하기 평가를 한두 번 만에 끝내는 것이 아니라 지속적이 과정 평가나 포트폴리오 평가와 같은 방식으로 실시해야 함을 제시해 준다고 할 수 있다. 그런데 이 연구 결과의 측정 조건은 현실적으로 실현 가능성이 높지 않은 측면이 있으므로 이 연구의 GENOVA 분석 설계에 대하여 재검토가 필요하다. 그리고 말하기 평가에서 적정한(0.6) 의존도 계수를 얻기 위해서는 채점자가 1명인 경우에 과제 수는 19개로 하거나, 채점자가 2명인 경우에는 과제 수를 10개로 하거나, 채점자가 3명인 경우에는 과제 수를 8개로 하거나, 채점자가 4명인 경우에 과제 수는 6개로 하면 최적화된 조건으로 평가를 실행하게 된다. 이 결과는 말하기 평가를 지속적으로 실시해야만 한다는 것을 제시해준다. 그런데 이 연구 결과의 측정 조건은 실제적으로 교육 현장에서 적용하기 매우 어려운 측면이 있으므로 이 연구의 GENOVA 분석 설계에 대하여 재검토를 실시해야 한다. 앞으로 이 연구의 내용을 바탕으로 수행평가의 신뢰도와 실용도를 개선하기 위한 탐색이 지속되어야 할 것이다.