말하기 교육에 대한 중학생의 인식

Abstract

This study investigated the perception of middle school students regarding the importance of speaking education in school and the difficulties related to it. We conducted descriptive statistical analysis, correlation analysis, and analysis of free responses. Through this method, educational implications were derived by examining the speaking class experience of the students and evaluating their needs for the speaking class. Students recognized listening and speaking as the most important subjects, and perceived persuasion and explanation as more difficult than conversation. While recognizing the importance of private discourse, they seemed to not recognize public discourse. According to the results of the correlation analysis between the speaking class experience at school and the perception of speaking, speaking class at school actually contributed to improving the speaking ability of the students. It was speculated that they would be contributing little to the recognition that it could be developed through education. However, speaking class has not completely dispelled the perception that speaking ability is acquired naturally, and that it may not contribute to encouraging the students to make an effort to improve their speaking ability. Students’ demands for speaking classes could be categorized in three ways: classes with high suitability for real life, classes through actual performance, and classes on specific types of discourse.