공감지수와 토익 향상점수 간의 상관성

국문 초록 (Abstract)

본 연구의 목적은 한국 대학생의 공감지수와 영어 토익 향상점수 간의 상관성 여부를 파악하는 데 있다. 대학생 107명을 대상으로 공감능력지수 측정질문지를 이용하여 공감지수를, 토익 진단고사, 평가고사 두 시험을 통해 토익 향상점수를 산출하여 두 요인 간의 상관성에 주목하였다.
그 결과는 다음과 같다. 첫째, 대학생의 공감지수와 진단고사 대비 평가고사 토익 향상점수 간에 유의미한 상관성이 있었다(r=.340, p<.01). 둘째, 공감지수와 진단고사, 평가고사 토익 점수 간에는 유의미한 상관성이 나타나지 않았다. 셋째, 진단고사 대비 평가고사 토익 향상점수를 살펴보았을 때, 공감지수 상위 집단, 공감지수 중간 집단, 공감지수 하위 집단 간의 차이를 살펴본 결과 유의미한 차이가 존재했으며(F=4.540, p<.05), 구체적으로 공감지수 상위 집단이 하위 집단보다 향상점수가 높았다. 공감지수 중간 집단은 어떤 집단과도 유의미한 차이를 보이지 않았다.

다국어 초록 (Multilingual Abstract)

Korean students’ TOEIC listening and reading improvement after 26 hours" classes and their empathy levels were measured in order to see whether or not there exists significant correlation between them. Two TOEIC tests, a diagnostic test and a final evaluation test were taken by 107 university students who were taking a TOEIC beginning class and the difference between the diagnostic test and the evaluation test was accepted as their improvement score and it was supposed to be used to find out the correlation between the students" empathy level and their TOEIC improvement score. Their empathy level was extracted through the questionnaire proved trusty by 이찬종 and 허재홍.
Based on the results of the questionnaire, the students were categorized into three groups : high-empathy level group, intermediate-empathy level group, and lowempathy level group. In conclusion, significant correlations between empathy level and the improvement score shown in the evaluation test were found(r=.340, p<.01). The higher the empathy level is, the better TOEIC score improves. However, there were no significant correlations found between the empathy levels and TOEIC listening and reading scores of the three groups which supports the results of the article by 최미옥(2013). The significant correlation between the improvement score and empathy level between the high-empathy level group and the low-empathy level group was found(F=4.540, p<.05).
Therefore, the outcomes indicate that students" empathy level plays an important role in learning a foreign language. We suggest that, the acquisition of L2 language is a dynamic process, requiring more to be considered than only teaching knowledge.

목차 (Table of Contents)

• 〈국문초록〉
• 1. 서론
• 2. 이론적 배경
• 3. 선행연구
• 4. 연구방법 및 절차
• 5. 자료 분석 결과
• 6. 요약 및 결론
• 참고문헌
• Abstract

참고문헌 (Reference)

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