중급 한국어 학습자의 대화 상호작용 능력평가 기준 개발 연구

Abstract

The purpose of this study is to present detailed assessment criteria according to the interactional competence constructs of intermediate Korean language learners based on the analysis of their conversational data. To conduct this research, topic management, listener response, and turn-taking were selected as the constructs for interactional competence and the differences in conversational interactions were analyzed. The results of this study demonstrated that the learners with high interactional competence formed the structure of the conversation and were capable of discussing at great depths not only topics that they themselves raised, but also those that the interlocutor raised. They also displayed the capacity to shift conversation topics progressively based on the interlocutor's previous utterance. In addition, they used various strategies to confirm understanding, and they achieved successful turn-taking by intervening at appropriate moments to complete the ideas presented by the interlocutor. On the other hand, the speech of Korean language learners with low interactional competence did not have a distinct structural composition. They were only capable of discussing content relevant to topics they raised themselves and shifted the conversation to topics unrelated to the interlocutor's previous utterance. In addition, limited strategies were used to confirm understanding, and they interrupted the flow of the conversation by making comments that did not align with the intentions of the interlocutor. Based on these results, this study presents detailed evaluation criteria for the interactional competence of intermediate Korean language learners in three stages. These criteria can be used as objective assessment indicators in the field of education.