학문 목적 학습자를 위한 한국어 발표 불안감 완화 방안 연구 : 중국인 대학원 유학생을 대상으로

다국어 초록 (Multilingual Abstract)

As fueled by the recent up-regulation in the number of foreign students studying abroad in Korea, the objective of Academic Korean language education has been arousing a rising attention. In Korean universities, several presentations are presented as typical academic activities to grasp students' academic achievement. It is noteworthy that academic expertise is more stressed in graduate school, and foreign graduate students deficient in presentation may face difficulties if such academic activities are required. In existing studies, factors determining the presentation of international students consist of learner personal variables, linguistic factors (e.g., Korean proficiency), as well as nonverbal factors (e.g., body and psychological state). Nevertheless, existing studies on Korean language education as a foreign language primarily highlighted linguistic factors, whereas rare papers have explored and analyzed non-verbal factors in depth. Besides, existing research suggested that anxiety is a critical variable among the affective variables linked to language learning. It is accordingly speculated that the anxiety imposed on international students when they are making academic presentations in Korean is a critical factor to the success of the presentation. Moreover, according to the existing research, the psychological burden of “losing face” is noticeably huge among Chinese college students, so most presenters are anxious when considering of the negative judgments of the audience about themselves. On the whole, anxiety is therefore assumed to be able to affect learners during their academic presentation, and that Chinese international students may experience high anxiety when presenting in Korean in an academic setting. Thus, in this study, the anxiety pattern of Chinese international students in Korean graduate school will be first investigated. Subsequently, the effects of this will be explored using methods that can alleviate the anxiety of presentation.
To fulfill the objective of this study, a quantitative survey and a qualitative anxiety mitigation experiment were conducted. For the questionnaire survey, the Korean version of the Speech Anxiety Scale (SAS) was referenced. SAS (Speech Anxiety Scale) was employed to measure the anxiety of Korean speaking speakers. Before this survey was carried out, 10 Chinese international students in Korean graduate school underwent a preliminary survey, and the results confirmed that all participants were largely anxious when making academic presentation in Korean. Given the revised questionnaire after the preliminary survey, this survey was conducted on 81 Chinese graduate students, of which the results revealed that all participants experienced anxiety when making academic presentations in Korean.
Subsequently, to develop a method to alleviate the anxiety about presentation, the experiment was performed by referencing the practice and the video feedback methods. The experiment was performed in two manners: an experiment using video feedback and that using behavior practice. First, ten Chinese graduate students having experienced the highest anxiety in the previous survey were taken as participants, and five underwent the video feedback and behavioral experiments.
To confirm the experimental results, the participants of the two experiments were interviewed, and the anxiety level ascertained using the SAS (Speech Anxiety Scale) before and after the experiment was delved into. According to the analysis results, both video feedback method and practice method could alleviate the presentation anxiety of Chinese students. Among them, the video feedback method was more feasible in alleviating presentation anxiety than the behavioral practice method.
One of the reasons for anxiety about presentation is because presenters perceive themselves in a distorted manner. Thus, causes the presenter will lose confidence, experience anxiety in the presentation, and undergo various physical reactions. Such anxiety not only affects the presentation, but also makes the presenter feel rejected. Given this, the critical thing to alleviate anxiety about presentation is to ensure the presenter is aware of the person himself. The video feedback that acted as an experimental method here enables international students to watch their actual presentation videos and to objectively assess and recognize themselves from the audience's perspective. This is also a more noticeable effect of the video feedback method compared with the practice method. This study is of implication because it examined the anxiety in academic Korean presentations of Chinese graduate students and analyzed how to alleviate it. Nevertheless, this study also has some limitations. Accordingly, it is expected that in-depth follow-up studies will make up the shortcomings of this study, thereby increasing interest in anxiety of Korean presentation.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구 목적 1
• 1.2. 선행 연구 2
• 1.2.1. 학문 목적 한국어 말하기 교육 연구 2
• 1.2.2. 학문 목적 한국어 발표 교육 연구 5
• 1.2.3. 학문 목적 한국어 발표 불안감 연구 7
• 1.3. 연구 방법 8
• 2. 이론적 배경 11
• 2.1. 언어 학습 불안 11
• 2.2. 말하기 불안 14
• 2.3. 발표 불안 17
• 2.4. 발표 불안 측정 도구 18
• 2.5. 발표 불안 완화 기법 21
• 3. 한국어 발표 불안 양상 조사 및 요인 분석 24
• 3.1. 연구 대상자 선정 24
• 3.2. 연구 도구 설계 24
• 3.3. 예비 조사 27
• 3.4. SAS를 활용한 한국어 발표 불안 양상 조사 30
• 3.5. 한국어 발표 불안 양상 조사 결과 분석 31
• 4. 발표 불안 완화 검증 실험 및 결과 분석 43
• 4.1. 실험 대상자 선정 43
• 4.2. 실험 도구 선정 44
• 4.3. 실험 절차 설계 47
• 4.3.1. 비디오 피드백 실험 절차 48
• 4.3.2. 행동 연습 실험 절차 51
• 4.4. 발표 불안 완화 실험 54
• 4.4.1. 비디오 피드백을 활용한 실험 및 결과 분석 55
• 4.4.1.1. 실험 전 단계 56
• 4.4.1.2. 실험 단계 58
• 4.4.2. 행동 연습을 활용한 실험 및 결과 분석 67
• 4.4.2.1. 실험 전 단계 68
• 4.4.2.2. 실험 단계 70
• 4.4.3. 실험 결과 대비 분석 76
• 4.4.3.1. 인터뷰 결과 대비 분석 77
• 4.4.3.2. 발표 불안 수준 대비 분석 78
• 4.4.3.3. 소결 81
• 5. 결론 83
• 참고 문헌 86
• 부록 95
• ABSTRACT 105