초등학생 개인 변인에 따른 국어과 의사소통 역량의 차이 및 연관성 분석

Abstract

Objectives The objectives of the study are to carry out an analysis of differences and associations for ‘Korean language education communicative competency’ depending on the personal variables of elementary school students. In this way, the study aims at providing students participating in the study a meaningful chance to self-examine their language in daily life and thus draw out meaningful educational implications for revitalizing the research of ‘Korean language education communicative competency’. Methods The study diagnoses ‘Korean language education communicative competency’ and ‘various personal variables(self-efficacy, self-esteem, public speaking anxiety, motivation to learn the Korean language subject, academic engagement for Korean language education, listening, empathizing, communication etiquette, peer relationships)’ with a focus on 5th and 6th grade elementary school students in the Gyeongnam region. Analysis methods involve ANOVA(one-way and two-way ANOVA) and cross-tabulation analysis with the purpose of analyzing the differences and associations for ‘Korean language education communicative competency’ depending on the personal variables of elementary school students. The analysis tools were Excel and SPSS(ver 23.0). Results Upon analyzing differences in ‘Korean language education communicative competency’ by each personal variable of the elementary school students, the study revealed statistically significant differences in ‘Korean language education communicative competency’ between groups(advanced, intermediate, beginner) in terms of overall personal variables(self-efficacy, self-esteem, public speaking anxiety, motivation to learn the Korean language subject, academic engagement for Korean language education, listening, empathizing, communication etiquette, peer relationships). Furthermore, the study confirmed a statistically significant association between over-all personal variables(self-efficacy, self-esteem, public speaking anxiety, motivation to learn the Korean language subject, academic engagement for Korean language education, listening, empathizing, communication etiquette, peer relationships) and ‘Korean language education communicative competency’. Conclusions The study analyzed differences and associations regarding ‘Korean language education communicative competency’ depending on the personal variables of elementary school students and, on this basis, drew out educational implications. Having provided students with a meaningful chance to self-examine their language in daily life, having accumulated information related to subject competencies, and having offered a model for subject competency assessment, the present study is capable of making contributions in terms of revitalizing education and research for ‘Korean language education communicative competency’.