대학생과 기업 실무자가 인식하는영어능력 구직역량 차이 비교

Abstract

This study examines college students’ and corporate workers’ perceptions of the importance of English skills at work. Students and workers responded to a questionnaire that uses a structured scale (defined in previous literature); 229 responses from corporate workers and 294 responses from college students were used in the final analysis. There is no evaluation tool for the importance of English skills at work, so this study analyzed the type and content of six business English assessments: the TOEIC by ETS; BULAT, CEIBT, and BEC by UCLES; and ELSA and EFB by LCCIEB. This selection was based on Cho’s research (1998). For all items with significant differences, corporate workers scored higher than college students. Several points were clear in the analysis. First, on average, college students and corporate workers consider the following skills important job qualifications: using correct grammar; preparing presentation materials; giving verbal presentations; preparing material for meetings; and reading and understanding business letters, other media, and reports of current events. This implies that both corporate workers and college students view these items as essential business English skills. Second, an independent sample t-test revealed significant differences in the opinions of the two groups on the following items: pronunciation; intonation; counseling customers; giving verbal presentations; accurate expression of opinions; one-on-one telephone conversations; writing business letters and reports; polite and euphemistic expressions; comprehending mechanical manuals and contracts; writing manuals and contracts; and understanding current affairs and foreign cultures and customs. Corporate workers rated all these items as more important than college students did.

This study examines college students’ and corporate workers’ perceptions of the importance of English skills at work. Students and workers responded to a questionnaire that uses a structured scale (defined in previous literature); 229 responses from corporate workers and 294 responses from college students were used in the final analysis. There is no evaluation tool for the importance of English skills at work, so this study analyzed the type and content of six business English assessments: the TOEIC by ETS; BULAT, CEIBT, and BEC by UCLES; and ELSA and EFB by LCCIEB. This selection was based on Cho’s research (1998). For all items with significant differences, corporate workers scored higher than college students. Several points were clear in the analysis. First, on average, college students and corporate workers consider the following skills important job qualifications: using correct grammar; preparing presentation materials; giving verbal presentations; preparing material for meetings; and reading and understanding business letters, other media, and reports of current events. This implies that both corporate workers and college students view these items as essential business English skills. Second, an independent sample t-test revealed significant differences in the opinions of the two groups on the following items: pronunciation; intonation; counseling customers; giving verbal presentations; accurate expression of opinions; one-on-one telephone conversations; writing business letters and reports; polite and euphemistic expressions; comprehending mechanical manuals and contracts; writing manuals and contracts; and understanding current affairs and foreign cultures and customs. Corporate workers rated all these items as more important than college students did.