듣기·말하기에 대한 학습자의 인식 연구 – 중학교 3학년의 경험 서술을 중심으로 -

Abstract

This study aims to examine the listening and speaking experiences that students perceived as meaningful, and determine how students are growing as speakers. For this purpose, middle school seniors were asked to recall and record positive and negative experiences of listening and speaking, and then to describe the most influential experience. The results are presented so as to reflect the overall trend, and categorize and describe the characteristic parts. Students generally recalled more positive experiences, but there were instances when negative perception increased as the environment and interpersonal relationships changed. Private speaking was more influential than public speaking, and girls were more sensitive to relations than boys. The recognition characteristics of the experiences were recognition of discourse type, efficacy in speaking, intentions of interpersonal relationship, recognition of oneself as a speaker, recognition of places for listening, and speaking experience.