초록 열기/닫기 버튼
본 연구는 대학생들의 발표불안에 관한 심층적 이해를 위하여 발표자가 경험하는 현상을 발표자의 관점에서 탐구하기 위하여 현상학적 방법을 원용하였다. 수업시간 중 경험하는 발표불안에 대하여 대학생 17명을 대상으로 심층적 인터뷰를 실시하였으며, 한국판 발표불안척도(K-SAS)와 발표불안에 대한 자기평가를 실시하였다. 연구 결과, K-SAS와 발표불안에 대한 자기평가는 상관관계가 .85로 비교적 높은 것으로 나타났다. Colaizzi방식을 통해 인터뷰 자료를 분석한 결과, 대학생의 발표불안 감정은 발표, 발표자 자신, 청중, 발표 환경에 대한 인지 및 발표자의 증상 및 대처방안의 5개 요인과 관련되는 것으로 나타났다. 발표불안이 상대적으로 높은 학생들은 대부분 이러한 주제들에 대해 부정적인 사고와 비합리적인 신념을 갖고 있는 것으로 나타났다. 이러한 결과는 불안이라는 감정(emotion)이 특정 주제에 대해 개인이 갖는 인지(cognition)와 밀접한 관련이 있음을 시사하며, 발표 불안 감소를 위한 프로그램의 이론적 기반 가운데 인지행동적 접근을 지지한다. 아울러 본문에서는 수업 시간 중 교수자가 학생들의 발표불안을 완화하고 효과적인 교수-학습활동을 전개하기 위한 실천적 전략들이 제시된다.
The purpose of this study was to deepen the understanding of public speaking anxiety experienced by undergraduate students in class. To that aim, the method of phenomenological study was employed to better understand the subject students' subjective experiences of presenting themselves in class. Data were collected from 17 college students through a series of individual interviews from October, 2008 to January 2009. The students also filled out the Korean version of Speech Anxiety Scale(K-SAS) and self-assessment of speech anxiety scale ranged from 0 to 10. The interview data were clustered by the method of Colaizzi style and the correlation analysis was carried out between the K-SAS and self-assessment of public anxiety, which was turned out as .85. This could mean that college students were well aware of their level of anxieties they experienced while making presentations in class. The analysis of the interview data showed five clusters of themes with regard to the college students' cognitions of public speech in general and public speech anxiety in particular. First, about the public speech itself, the students showed both positive and negative attitudes. Second, the students were very conscious of audiences of their speech, as they thought the audience was ultimately the judge of their presentation. Third, the interviewee students revealed their thoughts of themselves as presenters, who were mostly afraid of making mistakes, under high pressure of performing well. Fourth, the students showed both internal and external behaviors to deal with the event of public speech with various methods. Fifth, the students also took the environmental factors in consideration such as the time and space where the speech was carried out and the overall ambient of a classroom setting as well. The results of this study leads to the conclusion that the emotional state of public speaking anxiety is highly related to negative attitudes towards the performance and a particular set of misconceptions or beliefs about presenting themselves in class. Therefore, it is suggested that correcting the misconceptions about public speech should help college students be free, to a certain extent, from the public speech anxiety.
키워드열기/닫기 버튼
public speaking anxiety, phenomenological study, cognition, emotion, undergraduate students, irrational beliefs
