포즈의 지도가 한국인 일본어 학습자의 말하기 유창성 평가에 미치는 영향

Abstract

In this report, we looked at the effect of the Pause’s guidance on the evaluation of fluency in the speech of Korean Japanese learners. To this end, we organized experimental groups and control groups for beginners and upper-middle-level Japanese learners to examine the fluency evaluation of the Japanese parent speaker based on whether to pause or not. The results of the fluency assessment of experimental groups and control groups based on pause guidance for beginners showed a significant probability of 0.08, which was not statistically significant, but slightly higher at 3.10 points than the control group’s 3.54 points, if not a significant difference in the average of the fluency evaluation scores of the experimental group. The results of a review of the fluency assessment of experimental and control groups for intermediate learners showed a statistically significant difference of 0.00. The average score of the fluency assessment was 4.79 points for the experimental group, higher than 3.25 points for the control group. Although experiments with beginners did not produce significant results, experiments with intermediate and upper-level learners found that the guidance of the pauses had a significant impact on the evaluation of fluency, suggesting the validity of the pause map. Although this survey alone may not be enough to accurately grasp the effectiveness of the pause’s map, I think we can find effective ways to teach speaking if we use meaningful results.