이 연구에서는 학습자가 국어과가 협동학습에서 의사소통이 가진 과제 해결의 기능과 관계 형성의 기능을 효과적으로 이루기 위하여 과제 기능 수행 전략과 관계 기능 수행 전략과 같은 의사소통 전략을 지도가 필요하다고 보았다. 따라서 국어과 협동학습을 교수-학습의 방법으로 사용하기 전에 학습자들에게 의사소통 전략을 지도한 실험집단과 그렇지 않은 비교집단의 집단의 학습 효과를 개인별, 모둠별로 나누어 검증해 보았다. 검증 결과, 실험집단의 개별 학습자가 비교집단보다 과제 기능, 관계 기능, 학습 태도, 언어 표현 등의 평가에서 통계적으로 유의하게 높은 점수를 나타냈다. 그리고, 실험집단의 모둠이 비교집단보다 협동, 학습 태도, 학습 결과 등에서 통계적으로 유의하게 높은 점수를 나타냈다. 이러한 결과는 국어과에서 협동학습을 하기 전에 실시한 의사소통 전략의 학습이 학습자의 과제 기능과 관계 기능 달성을 위한 수행 능력을 높일 뿐만 아니라 성실한 학습 태도와 올바른 언어 표현에도 효과가 있음을 의미한다. 또한, 의사소통 전략의 학습이 모둠 구성원간의 협동을 돕고, 진지하게 과제를 수행하게 하며, 과제의 수행 과정과 결과의 질을 높이는 효과가 있음을 알 수 있었다.

This study points out the importance of the instruction about the communication strategy - i.e., task performance strategy and relation formation strategy- so that the learner can achieve the functions of the communication to perform a task and to form a relationship. Therefore, the experiment group was instructed about the communication strategy before cooperative learning method was applied to the group. The effect on the learning was evaluated and analyzed in comparison with the control group on the individual and group basis. The results showed significantly higher scores for the experiment group in terms of task function, relation function, learning attitude and language expression on the individual basis. And, also, on the group basis, the experiment group had significantly higher scores in terms of the cooperation, learning attitude, and learning outcome. These results imply that instruction about the communication strategy improves learner's capability to perform a task function and relation function and effects the learning attitudes and language expression. Besides, learning about the communication strategy improves cooperation among the group members, enables a sincere performance of the task and finally enhance the quality of the task performance and the outcome.

This study points out the importance of the instruction about the communication strategy - i.e., task performance strategy and relation formation strategy- so that the learner can achieve the functions of the communication to perform a task and to form a relationship. Therefore, the experiment group was instructed about the communication strategy before cooperative learning method was applied to the group. The effect on the learning was evaluated and analyzed in comparison with the control group on the individual and group basis. The results showed significantly higher scores for the experiment group in terms of task function, relation function, learning attitude and language expression on the individual basis. And, also, on the group basis, the experiment group had significantly higher scores in terms of the cooperation, learning attitude, and learning outcome. These results imply that instruction about the communication strategy improves learner's capability to perform a task function and relation function and effects the learning attitudes and language expression. Besides, learning about the communication strategy improves cooperation among the group members, enables a sincere performance of the task and finally enhance the quality of the task performance and the outcome.

Cooperative learning, cooperative learning in Korean, communication strategy, function to perform a task, function to form a relationship