earticle

영어

This study aims at providing some suggestions on presentation education for students learning Korean language with academic purposes by carefully examining their presentation experiences through in-depth interviews. This study collected the data from in-depth interviews to 12 foreign graduate school students, and analyzed the data through the content analysis method. The findings of this study are as follows. First, it was discovered that Korean language presentations are class activities those students experience most frequently of all the leaning processes, and that they feel that, going through numerous trials and errors while giving such presentations, they have been able to improve Korean language skills. Those interviewees view such presentations positively, and considered such experiences are essential class activities. Second, as factors negatively affecting their presentations, they pointed out ‘difficulty in giving presentation in Korean language’ such as insufficient knowledge in their majors and insufficient presentation skill, etc, and ‘presentation anxiety’ such as tension and nervousness in presenting their ideas before other students, etc. Third, as factors positively affecting their presentations, they pointed out ‘sense of fulfillment through presentation’ acquired from sense of accomplishment by completing presentation and good feedbacks given by professors and classmates, etc, and ‘high presentation efficacy’ from strengthening of desires to correct mistakes and self-confidence in giving Korean language presentation, etc. Finally, it was found that those foreign graduate school students wished that the Korean language presentation education would add use of presentation strategies, practices of presentation expressions, simulation practices of presentation, and speech practices, etc. Based on such findings, this study wants to suggest the followings on presentation education. First, in order to help foreign graduate school students understand the essence of Korean language presentation, education on Korean language presentation should be given from the time when they enter graduate school. Second, in order to make them be confident of giving presentation, they should be supported with language education suitable to presentation conditions. Third, to improve their Korean language presentation skills, they should be allowed to accumulate such experiences.

한국어

본 연구의 목적은 심층인터뷰를 통해 외국인 대학원생의 학문 목적 한국어 발표 경 험을 질적으로 탐구하여, 이들을 위한 한국어 발표 교육의 대안적 방향성을 제시하는 것이다. 이를 위해 외국인 대학원생 12명과 심층 면담을 진행하여 연구 자료를 수집하 였고, 이를 근거이론 연구 방법과 내용 분석법으로 살펴보았다. 연구 결과, 발표는 외 국인 대학원생이 수업 중 빈번하게 마주하는 활동이었으며, 이들은 발표 수행을 어려 워하면서도 긍정적으로 인식하고 있었다. 또한 외국인 대학원생의 학문 목적 한국어 발표 경험에 영향을 미치는 부정적 요인(한국어 발표 실력 부족, 발표 불안 등), 긍정적 요인(발표 수행 성취감, 높은 발표 효능감 등)을 확인하였다. 이러한 발표 경험을 통해 외국인 대학원생이 활용하는 발표 전략과 배우고 싶은 한국어 발표 교육은 무엇인지 알아보았으며, 이를 토대로 학문 목적 한국어 발표 교육의 방향성을 논의하였다.