듣기·말하기에 대한 학습자의 인식 연구 – 중학교 3학년의 경험 서술을 중심으로 -

김승현
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Abstract

This study aims to examine the listening and speaking experiences that students perceived as meaningful, and determine how students are growing as speakers. For this purpose, middle school seniors were asked to recall and record positive and negative experiences of listening and speaking, and then to describe the most influential experience. The results are presented so as to reflect the overall trend, and categorize and describe the characteristic parts. Students generally recalled more positive experiences, but there were instances when negative perception increased as the environment and interpersonal relationships changed. Private speaking was more influential than public speaking, and girls were more sensitive to relations than boys. The recognition characteristics of the experiences were recognition of discourse type, efficacy in speaking, intentions of interpersonal relationship, recognition of oneself as a speaker, recognition of places for listening, and speaking experience.
学习者对听力和口语的认识研究——以中学三年级经验叙述为中心——
本研究旨在检验学生认为有意义的听和说经验,并确定学生如何成长为演讲者。为此,我们要求初中生回忆和记录听力和口语的积极和消极经历,然后描述对他们影响最大的经历。结果是为了反映总体趋势,并对特征部分进行分类和描述。学生们通常会回忆起更多积极的经历,但也有一些情况下,随着环境和人际关系的改变,消极的感觉会增加。私下演讲比公开演讲更有影响力,女孩比男孩对人际关系更敏感。体验的认知特征为话语类型认知、说话效能认知、人际关系意向认知、自我说话认知、聆听场所认知、说话体验认知。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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