Earticle

Being descriptive, the present paper is to delineate the polite nature of the Jeju language from a linguistic perspective. This is mainly due to the main characteristics of Jeju language which has been orally transmitted through face-to-face interactions. In nature, politeness plays an important role in boosting the smooth interactional communication. In addition, the Jeju culture is very unique compared to that of the mainland, which assumes that different culture has the different system for communicative interactions. On the basis of this assumption, this study is look over some linguistic markers related to the polite expressions: intonation, verbal ending, emphatic particles and lexicon. These polite indicators in the Jeju language, even though not prolific in number, are unique not found in Korean. (Jeju National University)

After an atheistic period at the end of the 20th century, the revival of the Russian religious speech has begun. Today, priests address to the people in the churches, on television and on the radio. The religious style of the modern Russian language has been specially marked. A sermon (a genre of religious style) plays a big role in the missionary work of the Orthodox Church. The object of our analysis is the orthodox sermon of Yekaterinburg and Seoul. The sermon implements the moral function in modern society. Special verbal and nonverbal means help to influence on the minds of parishioners. These are used to establish the contact between the priest and parishioners. It's important because the addressee of the sermon are not only religious people but also skeptics. Verbal means include: address, imperative structures, questions, special regulatory structures. These are directed to create a dialogue in the text of the sermon. The dialogue between priest and people also takes place through gestures and facial expressions. These are directed to reveal the reaction of the addressee. These verbal and nonverbal means of contact are aimed to familiarize people to the Church. Special research of communicative means in the sermon will help to preach more effectively.

The objective of the present study was to analyze communicative functions of silence in teacher-student interaction and how teacher and students would respond to silence in L2 classroom. Within sociocultural view, silence provides multi-dimensional contextual meaning to teacher and students. However, few studies have performed conversation analysis in a real classroom. In order to investigate detailed functions of silence, silence was classified into seven types: Pause I, (Pause I), Pause II, (Pause II), Gap I, Gap II, and Gap III in terms of the relation between the previous speaker and the next speaker in IRF/IRE structure. Two separate English lessons with thirty-one participants (two bilingual teachers and undergraduates) were videotaped for four hours with three video-cameras and then transcribed. The findings showed that Pause I had roles as a sign of difficulty in answering, students’ hesitation or refusal to self-select, and no problem or no question. While (Pause I) allowed teacher time to think about more specific explanation, (Pause II) allowed student time to find proper expression. Gap I was regarded as a sign of waiting for the answer and self-selecting whereas Gap II and Gap III were perceived as signs of asking for help with incomplete answer. These findings suggest that silence has communicative roles in IRF/IRE structure with pedagogical implications in L2 classrooms.

This article provides descriptive qualitative research on classroom interactions in a Korean middle school. The goal of the research was 1) to discover how teachers and students interact in class, 2) to examine how classroom interactions help students to develop or deter their communicative abilities of English, and 3) to find out how teachers and students can interact for improving their communicative abilities of English. Four classes were video taped, and then transcribed, coded with an observation system, FOCUS, and categorized to discover the patterns of interaction in this particular classroom. The findings indicated that there was little interaction which could be identified as meaningful communicative language practice. Although the teacher’s positive attitude and focus-on-form instruction seemed to facilitate students to produce and practice the target language, such factors as the inappropriate distribution of the amount and kind of class talk, and the teacher’s over-reliance on display type questions, might block students from truly communicating in English. It is suggested, therefore, that teacher educators and classroom English teachers make efforts to improve teachers’ teaching techniques, self-observation skills, and language proficiency.

목적: 본 연구는 대표적인 관계기반 접근법인 Floortime 중재가 ASD 아동에게 의사소통적 상호작용과자폐증 행동완화에 효과가 있는지 확인해 보고자 하였다. 방법: 대상은 ASD로 진단되어진 아동들 중2세에서 4세로 총 16명을 대상으로 하였다. 대상자 모두 남아로 선정하였으며, Floortime 중재를3개월 동안 시행 받은 실험군 8명과 ABA를 3개월간 시행받은 대조군 8명으로 나누어 치료효과를비교하였다. 치료효과를 확인하기 위해 사전사후 SELSI-E, SELSI-R, FEDC, CARS의 점수를 평가하여비교분석하였다. 결과: Floortime 중재를 실시한 ASD 아동들의 경우, SELSI-E와 SELSI-R에서언어능력이 치료 전에 비해 개선된 것으로 나타났으며, FEDC 점수에서 사회 정서적 상호작용 점수가향상된 것으로 나타났다. CARS 검사 결과, ASD 행동의 자폐증 성향이 Floortime 중재 후 감소한것으로 나타났다. 또한 Floortime 중재의 치료효과를 검증하기 위해 두 군 간의 사전사후 평가점수를비교한 결과, Froortime 중재 후 SELSI-E, FEDC, CARS 점수가 ABA를 시행한 대조군에 비해통계학적으로 유의미하게 향상된 것으로 나타났다. 결론: ABA를 시행하였던 대조군과 달리, Floortime 중재프로그램을 시행하였던 ASD 아동들의 관심공유 능력과 상호작용 능력이 향상되어 언어능력 향상을가져온 것으로 사료된다. 아동의 부모를 대상으로 하는 훈련이 포함되지 않았으며, 향후 부모훈련을통한 Floortime 중재의 치료 효과를 검증해 볼 필요가 있을 것으로 사료된다.

Purpose : The purpose of this study was to investigate whether the typical relationship-based approach, Floortime intervention, is effective for communicative interactions and autistic behaviors in children with ASD. Methods : The subjects were 16 children aged 2 to 4 years who were diagnosed as ASD. All subjects selected were male, and the treatment efficacy was compared by dividing 8 patients who underwent Floortime intervention for 3 months and 8 patients who had ABA for 3 months. The scores of SELSI-E, SELSI-R, FEDC, and CARS were evaluated before and after treatment to compare the effects of each intervention. Results : In ASD children who had undergone Floortime intervention, language abilities were improved in SELSI-E and SELSI-R compared to pre-treatment, and FEDC scores showed improved social emotional interaction scores. As a result of CARS test, the autistic tendency of ASD behavior decreased after Floortime intervention. We also found that the SELSI-E, FEDC, and CARS scores were significantly improved after the Floortime intervention compared with the ABA intervention, which confirms the therapeutic effect of Floortime intervention compared to the ABA control. Conclusions : Unlike the control group that performed ABA, it seems that the ASD children who have undergone the Floortime intervention program improved both attention and interaction abilities, thereby improving language ability. Parental training was not included, and it is necessary to examine the effects of Floortime intervention through parent training in the future.

The purpose of this study is to investigate teachers’ questioning strategies which facilitate students’ communicative interaction in English classroom.. First teachers’ questioning types are reviewed through literatures and categorized according to their structure, content and purpose (function). Then teacher questions presented through Teacher’s Guidebook were analysed in terms of the questioning types and communicative interaction. Finally questioning strategies were suggested based on the analysis.

연구목적: 본 연구의 목적은 AAC를 활용한 상대방중심 질문하기 중재가 중도 뇌성마비 아동의 의사소통 상호작용에 미치는 효과를 알아보는 것이었다. 연구문제는 (a) AAC 사용 중도 뇌성마비 아동의 상대방중심 질문 변화, (b) 의사소통 상대방의 상호작용 기술 사용 변화, (c) AAC 사용 중도 뇌성마비 아동의 의사소통 기능의 변화, (d) AAC 사용 중도 뇌성마비 아동의 의사소통 역할의 변화를 알아보는 것이었다. 연구방법: 본 연구에서는 가정, 어린이집, 지역사회 상황에 대한 상황간 간헐기초선 설계를 사용하였다. 중재는 AAC 상징 어휘 습득과 상대방 중심 질문 중재로 구성되었다. 스크립트와 환경중심 언어중재 전략을 사용하였으며, 연구에 참여한 아동은 7세의 여자 아동으로 장애아전문어린이집에 재학 중이었다. 연구결과: 연구 결과, 첫째, 상대방 중심 질문하기 중재는 AAC 사용 중도 뇌성마비 아동의 상대방 중심 질문 비율을 향상시켰다. 둘째, 가정과 어린이집에서는 의사소통 상대방의 상호작용기술 사용이 많았지만 지역사회 상황에서는 많지 않았다. 셋째, 상대방 중심 질문을 통해 AAC 사용 중도 뇌성마비 아동의 의사소통 기능이 다양해졌다. 넷째, 상대방 중심 질문을 통해 AAC 사용 중도 뇌성마비 아동의 의사소통 역할이 개선되었다. 결론: 상대방 중심 질문 중재 후 AAC 사용 중도 뇌성마비 아동의 의사소통 기능과 역할이 향상되었지만 그것은 가정에 한정되고, 다른 상황에서는 크게 향상되지 않은 것에 대한 논의가 필요하다.

Purpose: The purpose of this study was to verify teaching partner-focused questions on communicative competence of a child with cerebral palsy. This study was undertaken with the following goals: (a) investigate the frequency of partner-focused questions of the child with cerebral palsy, (b) investigate the change of partner’s communicative interaction skills, (c) investigate the communicative functions of the child with cerebral palsy, (d) investigate the communicative role of the child with cerebral palsy. Method: The child was seven year old girl with spastic cerebral palsy in a daycare center for children with disabilities. The research method was based on the multiple probe design across settings for a child with cerebral palsy in home, daycare center, and community cafe. An experiment was conducted by providing vocabulary acquisition training and teaching partner-focused questions by using a script for 4 days per week in her daycare center. After videotaping from natural activities with communicative partners for 20 minutes in each settings, researchers collected the data on the frequency of partner-focused questions of the child, the change of communicative interaction skills of communicative partner, the change in communicative function and the change in communicative role of the child. Results: First, teaching partner-focused questions was effective on increasing of partner-focused questions of the child with cerebral palsy. Second, two communication partners, her sister and her teacher used communicative interaction skills but the other partner used a little. Third, while the child with cerebral palsy used partner-focused questions, her communicative functions were varying. Finally, the use of partner-focused questions had a positive effect on initiative communicative role of the child with cerebral palsy. Conclusion: Even though the child with cerebral palsy showed the improvement of communicative functions and roles after teaching partner-focused questions, the improvement was limited in the home. The child did not show an active interest in the interaction with people in other settings.

Attempts are being made to use written language in conjunction with spoken language in activities for speaking skills. These attempts are based on the expectation that the use of written language in activities for speaking skills can facilitate the interaction required for learning English and help to improve literacy. In this respect, this study investigated the effects of the use of written language in communicative activities for speaking skills in consideration of the literacy of elementary school students. In addition, elementary school students’ awareness of the use of written language linked to spoken language and their degree of literacy improvement were examined. Two types of communicative activities were designed for this study, and they were carried out under the conditions of ‘spoken language only’. ‘written language as a supplementary means’ and ‘written language as a required means’. Twenty-four fifth graders formed a group taking into account their literacy levels and participated in the activities. In conclusion, the effects of using written language on interaction may depend on how written language is used in conjunction with spoken language and on the learner’s literacy level. Therefore, it is necessary to consider this point when designing activities for speaking skills that utilize written language.

현대의 커뮤니케이션은 단순한 정보 전달이나 설득의 기술을 넘어, 감정과 관계, 맥락이 중첩되는 복합적 상호작용으로 변화하고 있다. 이러한 변화는 표현의 질이 단순히 언어적 기술뿐 아니라 감정⋅맥락에 대한 내면적 과정과도 깊이 관련됨을 알 수 있다. 이에 본 연구는 기존의 소통능력(Communicative Competence)에 관한 이론적 논의 및 연구를 폭넓게 검토하고, 이 소통능력이 어떠한 조율 과정을 거쳐 발현되는지를 충분히 설명하지 못했다는 이론적 공백을 메우기 위해, 소통의 내면적 작동 메커니즘을 탐구하는 새로운 개념으로서 ‘소통감수성(Communicative Sensitivity)’을 제안하였다. 소통감수성은 상호작용 과정에서 상대의 정서 신호와 사회⋅문화적 맥락을 민감하게 감지하고, 이를 공감적으로 이해하며, 상황과 관계의 흐름에 맞게 조율⋅표현함으로써 상호 긍정적 경험을 창출하는 내면적 역량을 의미한다. 또한 소통감수성을 감지(Perception)–이해⋅해석(Understanding & Interpretation)–조율⋅표현(Regulation & Expression)의 세 단계로 구성된 작동모델로 제시하였다. 본 연구는 소통감수성이 기존 소통능력의 이상적인 대체 개념이 아니라, 소통능력이 실제 현장에서 효과적으로 작동하기 위해 필요한 정서적 민감성과 상황판단의 기반이라는 점을 밝히고자 하였으며, 마지막으로 소통감수성이 지니는 교육적⋅학문적 의의와 실천적 가치, 연구의 한계와 향후 과제를 논의하였다.

Contemporary communication has shifted from simple information exchange to a multilayered process shaped by emotions, relationships, and context. These changes show that the quality of expression is deeply related not only to verbal description but also to the inner process of emotion and context. To address the limited attention given to these inner processes within Communicative Competence research, this study proposes Communicative Sensitivity as a framework for explaining how competent communication is internally generated. Communicative Sensitivity refers to the capacity to perceive emotional and sociocultural cues, interpret them empathically, and regulate responses to foster positive interactional experiences. It is conceptualized as a three-stage model: Perception, Understanding & Interpretation, and Regulation & Expression. Rather than replacing Communicative Competence, Communicative Sensitivity offers the emotional and contextual grounding necessary for competence to operate effectively. The study concludes by outlining its educational significance, broader scholarly contribution, and practical implications for future communication research.

日韓中の3国の間に行われる異文化コミュニケーションの実態を把握するため、大学生が主任教授に依頼および個人情報を聞く場面を想定し、インタービュー調査を行った。調査においては、日韓中の3国で母語話者と非母語話者のデータを収集し、turnの頻度を計量的に分析した。その結果、大学生と主任教授のインタービュー調査では、日韓中ともに母語話者間の会話ではturnの頻度が一定し、言語行動の予見可能性が高かった。大学生の依頼などインタービューで要求される一連の言語行動を遂行することにあたって、主任教授との相互作用がもっとも高い頻繁を示した部分は本来の目的である「依頼の部分」と「個人情報について質問する部分」であった。また、母語話者の場合、質問部分より依頼部分においてもっと相互作用が活発に行われる傾向があった。さらに、教授の役割人は母語話者に対しては、依頼の内容を聞き、相槌を打つ言語行動が活発に行われていたが、非母語話者に対しては、不十分な情報を補うための質問形式などの類型の相互作用が頻繁に交わされていた。今回のデータでの異文化コミュニケーションは、日本での調査において母語話者と同じぐらいの活発な相互作用を見せていたが、特に中国では消極的な相互作用に留まったいる印象を与えた。これは日本語および日本人の言語行動は相槌、相手への配慮などその特徴が良く知られているが、中国語および中国人の言語行動は外国人がその手がかりにするものがあまりなく把握するのにはまだ不十分なところがあることが原因と思われる。このことから、成功的な異文化コミュニケーションを導出するのにはこのような問題を解決すべきであることが分かった。

본 연구는 유아의 성별에 따른 놀이성과 의사소통 능력, 또래놀이 상호작용의 차이를 알아보고 성별에 따른 유아의 놀이성과 의사소통 능력 및 또래놀이 상호작용 간에 어떠한 관계가 있는지 알아보고자 하였다. 연구 대상은 서울, 경기 지역에 소재한 국공립, 가정, 직장 어린이집에 재원 중인 만 4, 5세 유아 294명이었으며 수집된 자료는 빈도, 백분율, 평균, 표준편차를 산출하였고 연구 문제에 따라 독립표본 t검증, 적률상관분석을 실시하였다. 주요 연구 결과는 다음과 같다. 첫째, 유아의 놀이성, 의사소통 능력, 또래놀이 상호작용은 성별에 따라 차이가 있었다. 둘째, 남녀 유아 모두 놀이성은 또래놀이 상호작용의 놀이 상호작용과는 정적 관계, 놀이단절과는 부적 관계가 있었으며 남아는 주도적 참여와 자발적 몰입, 여아는 주도적 참여가 놀이방해와 부적 관계가 있었다. 셋째, 남녀 유아 모두 의사소통 능력은 또래놀이 상호작용의 놀이 상호작용과는 정적 관계, 놀이방해, 놀이단절과는 부적 관계가 있었다. 넷째, 남녀 유아 모두 놀이성과 의사소통 능력 간에 정적 관계가 있었다.

The purpose of this study was to analyze the gender differences in playfulness, communicative competence, and peer play interactions among children and determine how they were associated with one another by gender. A total of 294 children in the age group 4?5 years participated in this study. The participants were from national/public, home-based, and employer-supported nurseries in Seoul and Gyeonggi Province in South Korea. We conducted an online survey to collect data. Frequency test, independent t-test, and Pearson’s product moment correlation analyses were performed for each question. The results of this study can be summarized as follows: First, playfulness, communicative competence, and peer play interactions differed by gender. Second, both boys and girls had playfulness positively and negatively correlated with peer play interaction. Third, both boys and girls had communicative competence positively and negatively correlated with peer play interaction. Fourth, both boys and girls had initiative playfulness which was positively correlated with communicative competence.

In English learning situations, communicative activities can promote effective English learning while facilitating interaction for learning English with emphasis on meaning. In these communicative activities, strategic Korean use can solve communication problems and support interaction for learning English while lowering the cognitive load of using English. In this respect, this study investigated the effects of communicative activity types for speaking skills and strategic Korean use on interaction in elementary English learning situations. For this study, open and closed communicative activities were designed, and in each type of activities, the effects of the English-only condition and the strategic Korean use condition on interaction were analyzed. Twenty sixth graders in an elementary school participated in the communicative activities. Their utterances were recorded and analyzed in terms of the amount of interaction, the level of vocabulary, interest and confidence in English use. The main findings of this study are as follows: closed activities can promote interaction that uses limited expressions accurately and can increase confidence in English use. On the other hand, open activities can facilitate interaction that uses a variety of expressions fluently and can increase interest in English use. In open activities, strategic Korean use can increase confidence in English use too.

본 연구는 의사소통 및 상호작용 발달의 문제를 지니고 있는 한 청각장애 유아의 통합교육 환경에서, 컴퓨터 활동 중심의 상호작용촉진 전략을 적용했을 때 이 유아의 의사소통행동 중 얼굴표정, 발성, 사람에 대한 행동을 증가시키는데 효과가 있는지 알아보았다. 중재의 효과는 기초선, 중재, 기초선, 중재, 유지단계의 절차를 거쳐 실시된 반전설계를 이용하여 검증하였다. 대상 유아의 목표행동은 시간 표집 방법 중 20초간 부분간격 기록 절차에 따라 측정하였으며 수집된 관찰자료의 분석은 각각의 목표행동에 대한 행동 발생률(간격률)을 구하고 선 그래프를 이용하여 시각적으로 분석하였다. 연구의 결과, 컴퓨터 활동 중심의 상호작용 촉진전략은 의사소통 및 상호작용 발달의 문제를 지니고 있는 청각장애 유아의 의사소통 행동을 향상시킬 수 있는 것으로 나타났다.

The purpose of this study was to investigate the effectiveness of social interaction facilitations strategies using computer activities in enhancing communicative behaviors of a young child with a developmental disability in an integrated preschool classroom. A multimedia computer software and prompting strategies were implemented to enhance communicative behaviors of the child. Data were collected using a natural format to calculate percent of occurrence of behaviors during baseline, intervention, and generalization sessions. A reversal design was used to evaluate the effectiveness of the intervention procedure. It was found that providing computer activities and prompting for interaction with teacher and peers in the computer center resulted in increasing all three targeted communicative behaviors of facial expression, vocalization, and action to people. The communicative behaviors of the child was found to be maintained one month after the intervention. The results demonstrated that implementing prompting strategies using computer activities would increase communicative social behaviors of young children who have difficulties with communication and social developments.

목적 이 연구의 목적은 어린이집 교사의 의사소통능력향상을 위한 TCIT 기반 집단상담 프로그램을 개발하고, 프로그램의 효과를검증하는데 있다. 방법 이를 위해 우선, 선행연구 고찰을 통해 프로그램의 구성요소를 도출하고, 전국 어린이집 교사 215명을 대상으로 프로그램에대한 요구조사를 실시하였다. 이를 바탕으로, ADDIE 모형에 근거하여 프로그램을 구안하였다. 그리고 구안한 프로그램을 실험집단에 적용하고 통제 및 비교집단과 비교하여 그 효과를 분석하였다. 연구도구로는 Fritz(1999)가 개발한 의사소통능력척도를 활용하였다. 또한, 실험집단과 비교집단의 회기별 소감문, 프로그램 적용일지 등을 활용하여 프로그램의 효과를 분석하였다. 결과 선행연구 탐색을 통해, 프로그램의 구안방향, 프로그램의 목적과 목표를 정한 후, 회기별 활동목표 및 내용, 운영전략 등을구안한 다음, 전문가 타당화 과정을 거쳐 최종프로그램을 완성하였다. 최종프로그램을 실험집단에 적용한 결과, 실험집단의 의사소통 척도 전체점수와 하위요인 점수가 통제 및 비교집단과 비교하여 유의하게 높았다. 특히, 실험집단 참여자들의 기억, 집중, 이해와해석, 반응, 분석과 평가 등이 향상되었음을 확인하였다. 결론 이 연구에서는 TCIT 기반의 집단상담 프로그램을 개발하고, 적용하여 어린이집 교사의 의사소통능력 향상에 효과가 있음을검증하였다. 이는 어린이집 교사의 의사소통능력 향상을 위해 실제적으로 현장에서 적용 가능한 프로그램이 현저히 부족한 현실을감안할 때, 어린이집 교사의 의사소통능력향상을 위한 효과적인 프로그램을 개발하고 프로그램의 현장적용가능성을 확인했다는점에서 의의가 있다.

Objectives The purpose of this study is to develop a group counseling program based on Teacher-Child Interaction Therapy (TCIT) to enhance the communication skills of early childhood daycare center teachers and to verify its effectiveness. Methods The needs of 215 early childhood daycare center teachers nationwide were surveyed, and the program was designed based on the ADDIE model. The designed program was applied to the experimental group, and its effects were analyzed by comparing it with a comparison group and a control group using the Communication Ability Scale (Fritz et al., 1999). Quantitative analysis was conducted using SPSS 27.0, and qualitative analysis was performed using session feedback reports, comprehensive feedback reports, and participants’ application logs from the experimental and comparison groups. Results For the development of the program, directions for the design, as well as the purpose and objectives of the program, were established. Subsequently, session-specific activity goals, content, and operation strategies were designed. The final program was completed through an expert validation process. When the final program was applied to the experimental group, the overall scores and sub-factor scores of the communication scale for the experimental group were significantly higher than those of the comparison group and the control group. In particular, qualitative analysis revealed that the sub-factors of memory, concentration, comprehension and interpretation, response, and analysis and evaluation improved among participants in the experimental group. Conclusions This study developed and applied a TCIT-based group counseling program, verifying its effectiveness in enhancing the communication skills of ealry childhood daycare center teachers. By demonstrating greater effectiveness compared to a comparison program (TA), the study highlights the potential applicability of this program in practical settings. Given the notable lack of effective programs aimed at improving the communication skills of preschool teachers, this study significantly increases the potential for future utilization of the developed program.