Earticle

The purpose of this study is to examine the effect on communicative English education program at the college level and to suggest more effective college English program based on the results of the survey. This paper reports the results of a survey at a university located in a local county in the middle of Korea. A total of 311 university students participated in the survey. The results shows that through college English education program, the learners have developed their English skills and especially freshmen have got the most effective results. The survey also shows that the learners suggest that English speaking is the most necessary curriculum for effective English learning. The survey also shows relatively low satisfaction with a variety of English curriculum and want more interesting and standardized curriculum like TOEIC and Interview English. Learners also showed relatively low satisfaction with both native English-speaking professors and Korean non-native professors. Native English-speaking professors received better evaluations than Korean non-native professors in class preparation, enthusiasm, class management and interaction with students. However, in the aspect of professionalism, they received lower evaluations than Korean non-native professors. Learners were generally positive on the effect of college English on learners’ English achievement. However, the results also clearly show that college English program has more influence on the English achievement for th upper group than on the achievement of the lower group. This result implies that college English program has to consider learner needs and proficiency levels.

This paper aims to investigate the effect of Communicative Language Teaching(CLT) TOEIC classes on student attitudes and TOEIC scores. To collect data, the 161 students from two universities in Korea were asked to take TOEIC pre- and post-tests and fill out attitude questionnaires before and after teaching TOEIC classes utilizing two different teaching methods throughout one semester: CLT and CTM(Classical Teaching Method). The findings were that the students' attitudes in CLT TOEIC classes were significantly more positive than those in CTM TOEIC classes. Despite the more positive attitudes to CLT TOEIC classes, the students in both classes received significantly higher reading scores on the post-tests, regardless of the teaching methods used in their classes

본 연구는 한국 중소기업 수출 담당자들의 공감능력이 문화적 역량을 영향을 미쳐, 문화 간 의사소통역량을 높이는지를 확인하고자 하였다. 이에 본 연구에서는 수출업자의 공감능력을 인지적, 정서적 공감능력으로 문화 적 역량을 문화적 인식, 지식, 경험으로 구분하여, 수출업자의 공감능력이 문화적 역량을 통해 문화 간 의사소통 역량을 향상시키는지를 확인하고자 하였다. 분석을 위한 표본은 한국무역협회 회원사 중 212개의 중소제조기 업 수출 업무담당자로 하였다. 실증분석 결과 수출업자의 인지적, 정서적 공감능력은 문화적 역량의 하위요소 인 문화적 인식, 지식, 경험 모두에 긍정적인 영향을 미쳤다. 그리고 수출업자의 문화적 역량의 하위요소 중 문화적 인식과 지식은 문화 간 의사소통역량에 유의한 영향을 주었지만, 문화적 경험은 영향을 미치지 않는 것으로 확인되었다. 본 연구의 결과는 다른 문화적 배경을 가진 수출입업자의 호의적인 관계 증진에 있어 요구 되는 수출업자의 문화 간 의사소통역량을 높이는 공감능력과 문화적 역량을 살펴봄으로써 중소기업이 수출업 자의 이러한 역량들을 증진시키기 위한 전략적 방안을 제언하였다.

Despite the active trade between exporters and importers from different cultural backgrounds in a global environment, research on intercultural communicative competence in the international management field was insufficient. In particular, despite the fact that exporters’ intercultural communicative competence is a very important factor in forming a friendly relationship with importers in international trade, studies to understand the ability of exporters to improve the intercultural communicative competence are lacking. Therefore, this study aimed to examine whether exporters of small and medium-sized manufacturing companies(SMEs) in Korea are able to improve their empathy and cultural competence, thereby enhancing intercultural communicative competence. In other words, this study divides the empathy of exporters into cognitive and emotional empathy, and cultural competence into cultural awareness, knowledge, and experience, and whether the cognitive and emotional empathy of exporters improves intercultural communicative competence through cultural awareness, knowledge, experience. To examine this, an empirical analysis was conducted using 212 export managers of small and medium-sized manufacturing companies in Daegu and Gyeongbuk. As a result of empirical analysis, the cognitive and emotional empathy of exporters had a positive effect on all of the sub-elements of cultural competence, such as cultural awareness, knowledge, and experience. In addition, it was confirmed that cultural awareness and knowledge among the sub-elements of the cultural competence of exporters had a positive effect on the intercultural communicative competence, but the cultural experience did not. The results of this study suggested strategic plans for SMEs to enhance competencies of exporters by discovering the empathy and cultural competence required to improve the intercultural communicative competence, which is necessary for improving the friendly relations of exporters and importers.

본 연구는 융복합 의사소통 훈련 프로그램을 적용한 인간관계와 의사소통 교과목을 운영하여 간호대학생의 의사 소통 자기효능감, 의사소통 능력 및 대인관계에 미치는 효과를 알아보고자 시도하였다. 연구방법은 비동등성 대조군 전후 설계의 유사실험 연구이며, 자료수집 기간은 2016년 9월 5일에서 12월 13일까지이다. 연구대상자는 D시 소재의 1개 대학 교 1학년 중 실험군 41명, 대조군 42명으로 총 83명이다. 자료분석 방법은 SPSS/WIN 21.0 program을 이용하여 기술통 계, χ2 test 및 t-test,로 분석하였다. 연구결과는 융복합 의사소통 훈련 프로그램을 적용한 인간관계와 의사소통 교과목 운영 실시 전후 두 집단 간 차이를 분석한 결과, 의사소통 자기효능감(t=15.23, p<.001), 의사소통 능력(t=11.42, p<.001) 및 대인관계(t=19.24, p<.001)는 통계적으로 유의미한 차이가 있었다. 이러한 결과를 바탕으로 인간관계와 의사소통 교과 목 운영에 융복합 의사소통 훈련 프로그램을 적용하여 간호대학생의 의사소통 자기효능감, 의사소통 능력 및 대인관계 향 상에 도움이 되기를 기대한다.

This study was done to develop a human relation and communication course combined with a convergence communication training program and examine the effects of communication self efficacy, communicative competence, and interpersonal relations in nursing students. The study was designed using a nonequivalent control group pretest-posttest design, data were collected between September 5 and December 13, 2016, Participants were 83 1-year nursing students in 1 College of D City, and were assigned to an experimental group (n=41), or a control group (n=42). The data were analyzed using descriptive analysis, t-test, and χ2 test with the SPSS/WIN 21.0. After receiving the program, difference was observed in communication self-efficacy(t=15.23, p<.001), communicative competence(t=11.42, p<.001), and interpersonal relations(t=19.24, p<.001) of the experimental group. It is expected that these results would be helpful for increasing communication self efficacy, communicative competence, and interpersonal relations in nursing students on human relation and communication course combined with a convergence communication training program.

기하를 학습하기 위해 학생들은 일상생활에서 접하는 대상과 다른 구체적 자료를 사용해서 조사하고, 실험하고, 탐구해 보아야 한다. 구체적 조작활동은 수학적 모델링을 하는 과정에서 수학적 개념이나 절차를 이해하게 하고 이것을 기호로 나타내주는 것을 도와주고 컴퓨터를 활용한 실험활동은 추상적인 학습내용을 시각화하여 직관적, 탐구적 활동에 초점을 둘 수 있게 한다. 따라서 본 연구는 구체물과 탐구형소프트웨어를 활용하여 구체적 조작․실험 활동을 할 수 있는 활동지를 개발하여 평면도형의 성질을 탐구할 수 있는 방안을 제시하고 그 효과를 검증하였다. 구체적 조작․실험의 수업은 중위 수준과 하위 수준의 학생들에게 평면도형의 성질 이해하는데 효과가 있었으며 상위수준 및 하위수준의 학생들에게 수학적 의사소통능력을 향상시키는데 효과가 있는 것으로 나타났다. 학생들은 조작․실험 활동을 할 때 활동에 필요한 자료의 특성을 먼저 파악해야 하며 학생들에게 활동을 선택하게 할 때 교사의 치밀한 계획과 관찰이 요구된다. 또한 조작활동 후 수학적 의미를 연결짓기 위한 토론 활동이 요구된다.

Students have to investigate, experiment and inquire using the manipulative materials and real-world thing for studying Geometry. Manipulative materials activities encourage to understand mathematical concept and connection of symbol. Experiment activities using the computer focused the student's intuitive and inquisitive activities because of visualization of an abstract mathematics concept. This study developed a workbook through the use of manipulative materials and computer for operating and experimenting, and suggested a method for inquiry of geometrical properties and proved an effect. Manipulative materials-experiment activities was proven effective to middle level and lower level students in understanding the geometrical properties, and was proven effective to high level and lower level students when it comes to mathematical communication ability. When students operate, at first, they have to know about the feature and information of the materials, and the teacher has to make an elaborate plan and encourages the students to discuss about this.

본 연구는 언어연령이 34개월∼72개월인 자폐성 아동을 대상으로 창작곡을 활용한 음악치료 프로그램을 실시하였을 때 의사소통 능력에 어떠한 영향을 미치는지에 대해 알아보고자 하였다. 본 연구의 대상은 D시의 소아정신과에서 자폐성으로 진단받은 아동 중 언어연령이 34개월∼72개월 사이인 자폐성 아동 3명이다. 이들을 대상으로 의사소통 능력을 향상시킬 수 있는 창작곡을 활용하여 매주 3회기씩 총 20회기의 창작곡을 활용한 음악치료 프로그램이 진행되었으며, 프로그램 실시 전․후에 사전 검사와 사후 검사가 이루어졌다. 본 연구의 검사 도구로는 대상 선정을 위해 Schopler과 Reichler, Renner(1988)가 개발하고 김태련, 박량규(1996)가 번안한 아동기 자폐증 평정척도(CARS)를 사용하였고, 대상 선정과 사전․사후 검사를 위해 김영태, 성태제, 조윤경(2002)이 개발한 취학 전 아동의 수용언어 및 표현언어 발달 척도(PRES)를 사용하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 창작곡을 활용한 음악치료 프로그램을 통해 자폐성 아동의 수용언어 및 표현언어 발달 척도 검사에서 원점수를 향상시키는 결과를 보였다. 둘째, 창작곡을 활용한 음악치료 프로그램을 통해 자폐성 아동의 의사소통 능력에 대한 질적인 분석에서도 긍정적인 변화가 있었다.

This research was aimed to examine that when the music therapy program using the created music was conducted for the autistic children whose language age was 34∼72 months, how it affected the communicative competence of them. Of the children who were diagnosed with autism at the child psychiatry in D city, 3 autistic children whose language age was 34∼72 months were selected as the subjects of this research. For those children, using the created music which can improve the communicative competence, the music therapy program was progressed by 3 sessions a week in total 20 session, and pretest and posttest were done before and after conducting the program. As the test tools of this research, Childhood Autism Rating Scale(CARS) developed by Schopler, Reichler, and Renner(1988) and adapted by Park Ryang Gyu(1996) was used for selecting the subjects, and Preschool Receptive-Expressive Language Scale(PRES) developed by Shim Yeong Tae, Seong Tae Je, and Jo Yun Kyeong(2002) was used for selecting the subjects and pretest and posttest. The results of this research can be summarized as follows. First, through the music therapy program using the created music, there was a result of improving the raw score in the receptive language and expressive language development scale test of the autistic children. Second, through the music therapy program using the created music, there was a positive change in the qualitative analysis of the communicative competence of the autistic children.

This paper aims to conduct a study on the communicative effect of interrogative sentences with ‘shei’, ‘shenme’, ‘na’, ‘zenme’ implying negative meanings rather than asking questions. This type of interrogative sentences is called as ‘an interrogative sentence of implicative negation(ISIN)’. The findings are as follows: 1) Negation can be classified into two types of negation. One is a propositional negation, in which proposition is directly negated by 不, 沒, 別. The other is an implicative negation, in which proposition is indirectly and implicitly negated depending on the context. 2) An implicative negation has a feature to depend on both context and premise. 3) An implicative negation is indirectly expressed and concretely comprehended by means of a rhetorical question. 4) Chinese people often use rhetorical questions with ‘shei’, ‘shenme’, ‘na’, or ‘zenme’ to indirectly imply negative meanings, 5) In ISIN ‘shei’, ‘shenme’, ‘na’, ‘zenme’ are acted as a trigger to bring about negative meanings, thus they can not be both focused and stressed. The negative focus can be an element either before or after ‘shei’, ‘shenme’, ‘na’, or ‘zenme’. 6) The use of ISIN results in the effect of both decreasing of the degree of the addressee's face demage and helping the addressee to cooperate in the communication by means of giving a relevant information. Through using ISIN, Chinese people clearly express their communicative intentions such as disapprove, refutation, reproach, criticism, dissatisfaction, suggestion, warning, politeness, assertion in relation to the addressee's opinion, assertion, or judgment in their daily communication. In conclusion, ISIN is founded to be an useful tool for the efficient communication.

본 연구는 SBAR 기반 시뮬레이션실습이 간호대학생의 보고자신감, 의사소통능력, 간호역량 및 디브리핑 만족도에 미치는 효과를 검증하고자 시도되었다. 본 연구는 일지역의 일 대학 간호학과에 재학 중인 3학년 학생을 대상으로 시뮬레이션실습 교과목 을 수강한 학생 46명을 대상으로 하였다. 자료는 시뮬레이션실습 전·후 자가 보고식 설문지를 이용하였으며, 2023년 10월 30일부터 12월 22일까지 수집하였으며, 단일군 전·후 실험설계연구이다. 자료분석은 SPSS/WIN version 26.0 프로그램을 사용하여 빈도분석, 기술통계, Shapiro-Wilk test, Paired t-test를 이용하여 분석하였다. 연구결과, 보고자심감은 교육 실시 전 평균 5.79±1.47점에서 교 육 후 평균 7.13±1.56점이었고, 의사소통능력은 교육 전 평균 3.62±0.44점에서 교육 후 평균 4.34±0.67점이었으며, 간호역량은 교육 전 평균 2.64±0.39점에서 교육 후 평균 3.26±0.51점이었고, 디브리핑 만족도는 교육 전 평균 3.57±0.51점에서 교육 후 평균 4.18±0.58 점이었다. SBAR 기반 시뮬레이션실습 교육 전·후 보고자심감(t=2.84, p=.006), 의사소통능력(t=-3.28, p=.001), 간호역량(t=-8.16, p<.001), 디브리핑 만족도(t=2.72, p<.001)는 통계적으로 유의한 차이를 보였다. 본 연구결과를 토대로 간호대학생들에게 SBAR를 활 용한 의사소통 교육은 저학년 교육과정부터 체계적으로 이루어지면서, 간호역량 향상을 위해 시뮬레이션 실습교육 뿐만 아니라 다 양한 실습 상황에서도 SBAR 의사소통을 활용한 보고 교육 강화 및 확대가 필요할 것으로 생각된다.

This study attempted to verify the effect of SBAR-based simulation practice on reporting confidence, communicative competence, nursing competence and debriefing satisfaction of nursing students. This study included 46 students who took the simulation practice course for third-year nursing students at one universities located in one region, The data were collected from October 30 to December 22, 2023 using a self-report questionnaire before and after simulation practice, and is a one group pretest-posttest design study. Data analysis was performed using SPSS/WIN version 26.0 program using frequency analysis, descriptive statistics, Shapiro-Wilk test, and Paired t-test. As a result of the study, the average of the reporting confidence was 5.79±1.47 before the training and 7.13±1.56 after the training, the communicative competence was 3.62±0.44 before the training and the average after the training was 4.34±0.67, the nursing competence was 2.64±0.39 before the training and 3.26±0.51 after the training, and the debriefing satisfaction was 3.57±0.51 before the training and 4.18±0.58 after the training. There was a statistically significant difference in reporting confidence(t=2.84, p=.006), communicative competence(t=-3.28, p=.001), nursing competence(t=-8.16, p<.001), debriefing satisfaction(t=2.72, p<.001) before and after SBAR-based simulation practice. Based on the results of this study, it is thought that communication education using SBAR to nursing students should be systematically carried out from the lower grade curriculum, and it is necessary to strengthen and expand reporting education using SBAR communication in various practice situations as well as simulation practical education to improve nursing competency.

The present study aimed at investigating AI chatbot-based Tourism English instruction for college students to develop their intercultural communicative competence. For the study, two distinctive models of AI based educational approach were proposed; learning with AI (LWAI) and learning about AI (LAAI). A total of 50 Tourism English 3 learners with the model of LWAI were assigned to conduct a conversation with the chatbot during the semester, while 20 Tourism English 6 learners with the model of LAAI were asked to build a hotel English chatbot. In LWAI, the collected chatbot conversation reports were analyzed in terms of task completion rates. It was found that the chatbot conversations mostly involved small talk rather than problem-solving tasks. In LAAI, Tourism English learners collected English for hotel reservations and coded data into the hotel English chatbot with the help of computer engineering students. As a result of a team project, the hotel English chatbot building was successful. Lastly, there was an increase in participants’ intercultural communicative competence in terms of respect for cultural differences and interaction attentiveness. In short, the present study showed that the AI chatbot-based Tourism English instruction had a positive effect on the development of intercultural communicative competence.

Objectives: Developing efficient health messages is important for improving health behaviors at a societal level. This study attempts to test a few variables that could constitute the elements for measuring readability of health message. The number of subject-verb relationships in a sentence, placement of jargon, i.e., explication before or after each jargon, and the number of less familiar Chinese characters were manipulated to hypothetically differentiate readability. Methods: In a $2{\times}2$ mixed factorial experiment, 152 college students read two health messages regarding side effect of health functional food and energy drink. The participants' perceived readability was asked, and eight questions were developed to measure the participants' recognition of the health information. Results: Those who read messages manipulated to have high readability rated the message significantly higher than those who read messages with low readability. Also, the former answered the questions more correctly than the latter, implying the association between readability and knowledge acquisition regarding health. Conclusions: Readability is suggested as a factor determining the effect of health messages in affecting the public's health risk perception and relevant behaviors. Further studies to sophisticate the measurement itself and to examine the effect of actual public messages with different readabilities are suggested.

The purpose of this study is to examine the effect of the communicative play and games for improving elementary students' English communicative competence. For this purpose, experimental lessons using communicative plays and games were conducted with 6th grade students in experimental group. On the other hand, regular lessons were given to the students in control groups. To compare the effect of the lessons of these two groups, - and post- questionnaires, listening, writing and speaking tests focusing on the fluency were given and the results were compared. Results showed an improvement in students' interest and participation and the writing and speaking ability focusing on fluency. On the other hand, the listening skill was not improved. This study concludes with pedagogical suggestions that will be useful for communicative English teaching and test design.

본 연구의 목적은 유아의 인성이 유아교육기관 적응에 미치는 영향과 이에 대한 의사소통능력의 매개효과를 살펴보고자 한 것이었다. 본 연구는 만3~5세 유아 315명의 담임교사로부터 자료를 수집하였으며, 수집된 자료는 다중회귀와 구조방정식 모형을 통하여 매개효과를 검증하였다. 연구결과는 첫째, 다중회귀분석을 통한 매개효과검증에서 유아의 인성이 유아교육기관적응에 영향을 미치는 경로에서 의사소통능력의 매개효과가 검증되어 부분매개모형이 적합한 것으로 지지되었으며, 둘째, 구조방정식 모형을 통한 간접효과 유의성검증에서도 의사소통능력의 간접효과가 유의한 것으로 나타났다. 이러한 결과를 통해 유아교육기관적응에 직·간접적인 영향을 미치는 의사소통능력에 대한 다양한 교육적·정책적 지원이 필요함을 제시하였다.

The aim of this study was to explain how early children’s character affects their adjustment in kindergarten, through the mediating effect of their communicative competence. The data were collected from kindergarten teachers of three to five-year-old children and public childcare centers in Daejeon and analyzed via mediated effect through multiple regression and structural equation models using the IBM SPSS Win 22 software. According to the results, there were positive correlations among character, communicative competence, and the children’s adjustment in kindergarten. In addition, it was found that character and communicative competence have direct effects on adjustment in kindergarten, whereas communicative competence is only a mediator between early children’s character and adjustment in kindergarten. These results indicate a need for research on communicative competence in children from general families. Further, various educational support should be conducted for children from general families and supported by policy implementation.

Category of aspect reflects a speaker’s interpretation of a situation and Russian has developed a unique system of verbal aspect. Binary opposition of perfective and imperfective is morphologically mandatory for all verbs, but there are so many exceptions. The grammar of verbal aspect seems chaotic and biaspectual verbs are an example of the exceptions. Biaspectual verbs express one aspect in a given context, but it is sometimes difficult to decide the aspect based on the contextual information. The isomorphism gets weaker as the newly borrowed biaspectual verbs use affixes to express aspectual difference. Prefix po- and suffix -iva- make new aspectual partner or pair of biaspectual verbs. These new aspectual relations resemble the prototypical relation of Russian aspect, which is binary opposition of perfective and imperfective. Therefore it is possible to say that Russian biaspectual verbs are related to the prototype with the iconicity in their forms and meanings. In other words, Russian biaspectual verbs reflect that language constantly evolves and in the center of the evolution is located the concept of prototype. These verbs were in the periphery of the category of Russian aspect, but the number of the group gets bigger and the members adapt themselves to the prototype of aspect. Prefixation and suffixation show the evolution of biaspectual verbs from the periphery to the center of aspect category in Russian. These verbs constantly increase by borrowing foreign words and the evolution will be observed more frequently.

본 논문의 목적은 대인커뮤니케이션능력이 상황불안과 직업적응에 미치는 영향력을 알아보기 위한 것이다. 그리고 대인커뮤니케이션 능력과 직업적응 사이에서 상황불안의 매개효과를 알아보고자 한다. 이를 위해서 직업, 나이, 성별 등을 고려해 다양한 직장인 376명을 대상으로 연구를 진행하였다. 연구 결과 대인 커뮤니케이션 능력 중 행동적 융통성과 연대감/지지가 상황불안감에 부적인 영향을 미쳤다. 그리고 대인커뮤니케이션 능력 중 행동적 융통성과 연대감/지지, 감정이입이 직업적응에 정적인 영향을 미쳤다. 또한 대인 커뮤니케이션 능력과 직업적응 사이에서 상황불안감의 매개효과는 발표상황에서의 불안감만 나타났다. 이를 통해 발표상황 불안을 잘 극복하는 사람이 대인커뮤니케이션 능력을 발휘해서 직업적응을 잘 한다는 연구결과가 나왔다. 직장에서 발표상황의 불안을 잘 극복하는 사람 즉, 발표를 잘하는 사람이 직업적응을 잘 한다는 결론이다.

The purpose of this study is to find out how the interpersonal communicative competence affects the situational communication apprehension and the work adjustment, and how the situational communication apprehension affects the work adjustment. Furthermore, the study was intended to analyze the mediating effects of the situational communication apprehension in the interaction between the international communication competence and the work adjustment in the office. The results of this study are showed in the following: First, the behavioral flexibility factor and the affiliation/support had negative influence on the situational communication apprehension. Second, all sub-ordinary variables had statically significant effects on the work adjustment. Third, the situational communication apprehension of the presentation had the mediating effects on the interaction of interpersonal communicative competence and the work adjustment. In conclusion, presentation skills are essential for work adjustment and for successful work life.

배경 및 목적: 본 연구에서는 18-24개월 유아의 의사소통 행동과 언어능력에 영향을 미치는 어머니의 언어적 입력 유형을 분류하고, 유형 집단에 따른 차이와 상관을 살펴보고자 하였다. 방법: 연구 대상은 언어를 포함한 전반적인 발달이 정상범주에 속하는 만18-24개월일반 유아 20명과 그 어머니 20명으로 총 40명이었다. 놀이와 책 읽기 상황에서 어머니-유아의 상호작용을 녹화하여 전사하였으며, 어머니의 언어적 입력 유형과 유아의 의사소통 행동의 빈도를 측정하여 전체 발화로 나눈 비율로 분석하였으며, 유아의 언어능력은 SELSI 와 K M-B CDI평가 결과로 비교하였다. 결과: 어머니의 언어적 입력 유형 집단별 유아의 의사소통 행동 간에 유의미한 차이는 나타나지않았으나 SELSI 점수에서 지시적 유형 어머니의 유아가 높은 점수를 보였다. 지시적인 유형 어머니와 유아의 의사소통 행동은 지시-반응, 표현-반응에서 정적인 상관관계를 보였으며, 표현적인 유형 어머니와 유아의 의사소통 행동은 주의환기-무반응, 지시-언급, 지시-반응, 설명-요구, 설명-반응, 피드백-언급, 표현-무반응에서 정적인 상관관계를 보였다. 논의 및 결론: 본 연구를 통해 어머니의 의사소통유형에 따른 언어 입력 분석의 필요성을 확인할 수 있었으며, 이러한 결과는 어머니 입력 유형별로 유아의 반응성과의 관련성을 심층 검토할 필요가 있음을 시사한다. 특히, 언어장애위험군 영유아의 조기 선별과 부모교육에의 활용 필요성을 함께 논의하였다

Objectives: The study examined communicative behaviors and language abilities of 18- to 24-month-old toddlers according to maternal linguistic input types. Methods: The study was conducted with 40 participants: 20 toddlers age 18-24 months whose overall development was within a normal range for DEP (Developmental Assessment for the Early Intervention Program Planning) and -1 standard deviation for SELSI (Sequenced Language scale for Infants), and 20 mothers of the toddlers. We analyzed a 10-minute video that recorded interactive play and reading with the toddlers and mothers and performed SELSI and K M-B CDI (Korea MacArthur-Bate Communicative Development Inventory) to evaluate the toddlers’ language abilities. Results: First, there was no significant difference between communicative behaviors and language abilities according to mothers’ linguistic input types in play and reading situations. However, we were able to distinguish maternal linguistic input types as a referential-expressive type in an interaction situation with the toddlers and mothers. Second, we examined a relation between communicative behaviors and language abilities according to maternal linguistic input types. Conclusion: The study reveals that appropriate harmony brings a positive effect on communicative behaviors and language abilities, as opposed to only one type of input (either the mother referential type where the linguistic input type is oriented for mothers or the toddler-oriented expressive type). The study demonstrates clinical significance by suggesting the necessity of parental education to promote communication and language development for toddlers and mothers must be included in the early selection, diagnosis, and intervention for toddlers at risk for language disorders.

본 연구는 환경중심 언어중재를 자폐성 아동에게 적용한 단일사례 연구를 종합하여, 환경중심 언어중재가 자폐성 아동의 의사소통능력에 미치는 효과에 관한 일반화된 결론을 도출하는데 목적을 두고 있다. 본 연구의 목적을 달성하기 위하여, 1995 년부터 2007년 문 14편을 대상으로 비중복 비율 기법(PND)을 활용하여 메타분석을 실시하였다. 본 연구결과, 환경중심 언어중재는 자폐성 아동의 의사소통능력에 중간 정도의 효과가 있었으며(PND med=8.3), 유지(PND med=100) 및 100)에는 높은 효과가 있는 것으로 나타났다. 한편 환경중심 언어중재 프로그램에 영향을 주는 매개변인에는 중재자 변인, 실험회기 변인, 실험시간 변인 등이었다. 즉, 형제, 가성 아동들의 의사소통기능에 효과가 높게 나타났다. 본 연구의 결과들을 종합하면, 환경중심 언어중재가 자폐성 아동의 의사소통능력에 효과적인 언어중재 방법이라고 결론을 내릴 수 있다.

The effect of milieu language teaching on communicative function of children with autistic children: A meta-analysisPark, Il-Soo*The purpose of this study was to synthesize research results of milieu language teaching studies in Korea, using meta-analysis. Therefore, this study was to draw general conclusion from studies on the effect of milieu language teaching on comunicative function of children with autistic children. As a result of systematically scaning for master's thesis and journal, the 38 finding of the 14 studies were obtained for final analysis focusing on effectiveness of milieu language teaching on comunicative function of children with autistic children 1995 to 2007. The findings were transformed into percent of nonoverlapping data(PND). The formula used to compute the PND may be found in Scruggs, Mastropieri, and Casto(1987). Research also examined the effects of various moderators. To test hypothesized moderators, to test

2015 개정 교육과정의 실시와 더불어 학교 현장에서 핵심역량 함양 및 교실 수업 개선 방안으로 학습자 중심 수업이 가지는 효과를 실증적으로 검토해야 할 필요성이 제기되고 있으나, 이에 대한 연구는 제한적으로 이루어지고 있다. 이 연구에서는 학교교육 실태와 수준의 변화를 점검하여 학교 급별 교육계획을 수립하고 교육정책의 효과성을 평가하기 위한 목적으로 2003년부터 3년 주기로 수집된 한국교육개발원의「학교 교육 실태 및 수준 분석 연구」4주기(2013년도) 중학교 데이터를 활용하여 학습자 중심 수업활동이 중학생들의 의사소통역량에 미치는 영향을 위계적 선형모형분석을 적용하여 경험적으로 살펴보았다. 이 연구에서는 학습자 중심 수업활동이 의사소통역량에 미치는 평균적 효과뿐만 아니라 교과목 및 학교별 특성에 따른 차별적 효과를 분석하였다. 분석 결과, 학습자 중심 수업활동이 중학생의 의사소통역량에 미치는 평균적 효과는 국어, 영어, 수학 교과목 모두에서 통계적으로 유의하였다. 차별적 효과 분석 결과에서는 학습자 중심 수업활동이 중학생의 의사소통역량에 미치는 효과가 국어와 영어 교과목에서 교사의 수업개선활동 참여 및 교사효능감과 같은 학교 특성에 따라 통계적으로 유의한 차이가 있는 것으로 나타났다. 이러한 결과를 바탕으로 향후 학생들의 의사소통역량 함양을 위한 교육 정책에 관한 시사점 및 앞으로의 연구방향에 대해 논의하였다.

This study examined the effect of learner-centered instruction on the communicative competence of middle school students. For the analysis, hierarchical linear modeling(HLM) was employed using the middle school data from the Analysis on the Actual Status and Qualities of School Education in Korea (Ⅳ), conducted by the Korean Educational Development Institute (KEDI). As the 2015 revised national curriculum is being implemented, the need to empirically investigate the effect of learner-centered instruction as a means of developing key competences and improving classroom instruction is growing. Yet, related research is conducted insufficiently. In this research, the effect of learner-centered instruction on communicative competence was assumed to vary according to school characteristics. Major findings included the followings. First, the average effect of learner-centered instruction on communicative competence of middle school students was significant across all three subjects: Korean, English and Math. Second, analyzing discriminative effects revealed that the effect of learner-centered instruction on communicative competence of middle school students for Korean and English varied significantly according to school characteristics, such as the degree of teachers’ participation in class improvement activities and the level of teacher efficacy. Based on these results, implication for school education policy as well as directions for future research were discussed.

The purpose of this study is to examine the effect of personalized lessons on elementary school students’ communicative competence and on their attitudes towards English learning. For this purpose, the results were analyzed quantitatively and qualitatively. The quantitative analysis was measured using a speaking test, communication skills test and the students’ questionnaires which measured their interest, confidence, anxiety and motivation in English learning. The qualitative analysis was measured by the student feedback and the teacher’s observation journal. Two 5th grade classes (49 students in total) were asked to participate in the study, and were divided into a control group and an experimental group. Students from the control group engaged in learning English according to the textbook based on the 2009 Revised National Curriculum, whereas students from the experimental group participated in personalized English lessons twice a week. The experiment was carried out for a total of twelve weeks. The results of this study found that, with respect to the learner’s communicative competence, the quantitative data and the qualitative data show a statistically significant difference in the learner’s speaking and writing skills. Furthermore, the personalized lessons were effective in raising the learner’s interest, confidence and the expectation for the subject of this study. With this basis, this study suggests that teachers plan and make lessons that reflect the learners’ personal realities in their daily lives. This will then improve their communicative skills and change their attitudes towards learning English into positive ones, so it is beneficial for teachers to make their lessons personalized and relevant for their students.