교사의 언어반응이 초등학교 아동의 자기격려에 미치는 영향

다국어 초록 (Multilingual Abstract)

This study aims to examine which language response teachers use at school affect children’s self-encouragement most greatly among the praising language, encouraging language, and discouraging language.
As subjects, the researcher sampled 26 sixth-graders of a class at H Elementary School in Gwangju Metropolitan City. The dialogues which were made by the researcher were presented to the subjects. The dialogues included teachers' praising, encouraging and discouraging response. Subjects reported their responses to the teachers' language responses on the adjective semantic scale which was made by the researcher on the basis of Gee & Hong's self-encouragement scale for children(2008) and Noh & Jung's self-encouragement and discouragement scale(2007). The collected data were analyzed through ANOVA. The results of the research were followings: the self-encouragement scores of the children who were presented the praising and encouraging situations were positively higher than that of the children who were presented discouraging situation, regardless of the position of the child who was directly taking teacher's language response or the position of other child who was indirectly looking at the child who was directly taking teacher's language response. Also there were no significant differences of self-encouragement score between the positions whether the child took the teacher's praising and encouraging response directly or indirectly but in the teacher's discouraging response, the self-encouragement score of the position of the child taking a teacher's language response indirectly was significantly higher than that of the postion of the child taking a teacher's language directly.
key word : teacher's linguistic response, children's self-encouragement, Adlerian Counseling