언택트 시대의 대학 말하기 교과 교육 현황 및 전망 (Current Status and Future Prospect of University Speaking Education During Non-Contact Era)

서지정보

· 발행기관 : 한국언어문학회
· 수록지 정보 : 한국언어문학 / 121호 / 5 ~ 29페이지
· 저자명 : 오영록

초록

Starting from around the mid-2010s, “Speaking” curriculum started to emerge.
This change is highly due to the way university education requires communication in order to acquire and express knowledge. In addition, even after graduating university and working for a company, communication and speaking strategies are essential. In regards to this condition, the importance of speaking education in universities needs more consideration.
Research on the existing speaking curriculum has been developed as follows.
Most existing studies were conducted on middle school and high school students.
Studies also including Korean speaking education for foreign students. However, the study of speaking subjects for a small number of Koreans consists of a special and fragmentary dimension. There are only a small limited amount of study on non-contact university speaking curriculum. The purpose of this study is to recognize the issue mentioned and to comprehensively grasp the current status of speaking education in consideration of the following purposes and to examine their own prospective direction.
First, we examined the system and curriculum of university speaking courses in two forms and identified characteristics of the two mixed form. We created 17 different categories and studied the frequency from 11 university that adopted university speaking courses. Here, we also looked at the matters that should be applied more flexibly to the contents of the lecture in consideration of the situation during the pandemic. In addition, on the premise that there is a possibility of switching to a non-contact lecture at any time, we researched the method of non-contact response to university speaking courses.
The existing speaking curriculum in university deals only in the speakers’ perspective. Accordingly, studies in the listeners’ perspective is also required.
In particular, it is essential to further understand the role of recipients listening at an analytical level. Here, it was noted that counseling psychology approaches from a more analytical level according to individuals and groups, recipient situations, affiliation, and psychological environment.
One of the characteristics of the existing speaking curriculum is the elements from a linguistic standpoint. According to this idea, the contents covered in the speaking subject were within the range of simple conversation and speech approached from a linguistic standpoint. Here, it is possible to organize into stories that exchange fragmentary conversations using narrative studies, and further organize them more closely in terms of discourse.

영어초록

Starting from around the mid-2010s, “Speaking” curriculum started to emerge.
This change is highly due to the way university education requires communication in order to acquire and express knowledge. In addition, even after graduating university and working for a company, communication and speaking strategies are essential. In regards to this condition, the importance of speaking education in universities needs more consideration.
Research on the existing speaking curriculum has been developed as follows.
Most existing studies were conducted on middle school and high school students.
Studies also including Korean speaking education for foreign students. However, the study of speaking subjects for a small number of Koreans consists of a special and fragmentary dimension. There are only a small limited amount of study on non-contact university speaking curriculum. The purpose of this study is to recognize the issue mentioned and to comprehensively grasp the current status of speaking education in consideration of the following purposes and to examine their own prospective direction.
First, we examined the system and curriculum of university speaking courses in two forms and identified characteristics of the two mixed form. We created 17 different categories and studied the frequency from 11 university that adopted university speaking courses. Here, we also looked at the matters that should be applied more flexibly to the contents of the lecture in consideration of the situation during the pandemic. In addition, on the premise that there is a possibility of switching to a non-contact lecture at any time, we researched the method of non-contact response to university speaking courses.
The existing speaking curriculum in university deals only in the speakers’ perspective. Accordingly, studies in the listeners’ perspective is also required.
In particular, it is essential to further understand the role of recipients listening at an analytical level. Here, it was noted that counseling psychology approaches from a more analytical level according to individuals and groups, recipient situations, affiliation, and psychological environment.
One of the characteristics of the existing speaking curriculum is the elements from a linguistic standpoint. According to this idea, the contents covered in the speaking subject were within the range of simple conversation and speech approached from a linguistic standpoint. Here, it is possible to organize into stories that exchange fragmentary conversations using narrative studies, and further organize them more closely in terms of discourse.

참고자료

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