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영어

The purpose of this study is to investigate whether the Dunning-Kruger effect is shown in Korean language education. Twenty advanced Korean language learners delivered three oral presentations and self-assessed their speaking ability in content, organization, vocabulary, grammar, and pronunciation. These assessments were compared to an evaluation by two Korean teachers. The results are as follows: There were significant differences between the learner’s self-assessment and the teacher’s evaluation in each assessment criterion. Learners in the top quartile underestimated their ability in content, organization, vocabulary, grammar, and pronunciation. Learners in the bottom quartile generally had lower self-assessment scores than the teachers’ evaluations, while some of them overestimated their ability in organization and pronunciation. These results suggest that the Dunning-Kruger effect is valid in Korean language education. Therefore, it is necessary to identify the perceptual mismatch between Korean language learners and teachers, and teach learners to accurately self-assess their ability.

목차

Abstract
1. 서론
2. 더닝 크루거 효과
3. 연구 방법
4. 연구 결과
4.1. 내용에 대한 평가
4.2. 전개에 대한 평가
4.3. 어휘에 대한 평가
4.4. 문법에 대한 평가
4.5. 발음에 대한 평가
5. 결론
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키워드

한국어교육 말하기 자기 평가 더닝 크루거 효과 상위 인지 능력 인식 불일치 Korean language education speaking self-assessment Dunning-Kruger effect metacognitive ability perceptual mismatch

저자

• 정진 [ Jin Jeong | 홍콩대학교/강사 ]

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