The Study on Teaching Persuasive Speaking for Learners of Korean for Academic Purpose This study seeks to show through experiment the effectiveness of teaching persuasive writing followed by persuasive speaking and to further find out how this affects the improvements in the learners' persuasive speaking abilities. The studies done in each chapter are as follows. In Chapter 1, the objective of the study was defined and showed the need for the study by examining the precedent studies on integrated education of writing and speaking as well as integrated education of persuasive writing and persuasive speaking. In Chapter 2, the argument structure, scheme, and marker to be used in the experiment were selected through a theoretical study. By examining the characteristics of a debate for persuasive speaking and rhetorical writing for persuasive writing that this focuses on, the foundation of debate outlining and persuasive writing models to be used in the experiment was established. In Chapter 3, a method of research was designed to demonstrate the effectiveness of the lesson plans for improving persuasive speaking skills. An experiment was conducted with 36 subjects divided into an experimental group and a control group who completed Level 5 at a college affiliated Korean education institute. Two topics of learners' highest level of interest were selected from the topics they previously worked with in their classes. Debate outlining and rhetorical writing for the experiment were established after applying the characteristics of persuasive speaking and persuasive writing examined in Chapter 2. An analyzing instrument for the result of the experiment, which is the simultaneous use of holistic assessment and analytic assessment, was suggested after analyzing existing experiments. The experiment was conducted relying on a tool for data collection and then assessed by certified evaluators of ACTFL OPI using the suggested instrument for the analysis. In Chapter 4, the result of the assessment was analyzed to find out how the learners' persuasive speaking abilities were affected. This was done by simultaneously using a statistical analysis and an analysis of argument structure, scheme, and marker usages. The analysis for the result is as follows. First, an analysis was done to see if there was any significant difference in the assessment scores of the two speaking tasks by group. In the experimental group, the high proficiency group showed improvements in their discourse ability. Mid proficiency group showed improvements in their sociolinguistic ability. Also, in the control group, the low proficiency group showed improvements in their discourse ability. Second, an analysis was done to find out the effect the debate outlining and persuasive writing had on the performance in the speaking tasks. The subjects with high proficiency in the experimental group who have completed persuasive writing followed by persuasive speaking showed meaningful results in their discourse ability and sociolinguistic ability. Those with low proficiency also showed meaningful results in their sociolinguistic ability. Third, the correlation was examined between the assessment scores of persuasive writing and persuasive speaking to see the effect of persuasive writing on persuasive speaking. As a result, a correlation was found to be present between the linguistic ability and the discourse ability, which signals that persuasive writing had an impact on persuasive speaking. Fourth, the subjects' usage of argument structure, scheme, and marker in their speaking was examined. This was to see the effect this experiment had on their improvements in persuasive speaking in specific by group and by proficiency. As a result, the group to evenly use the elements of argument of claim, reason, evidence, and acknowledgement and response was the high proficiency group from the control group. The speaking analysis showed more instances of solid construction of claim and evidence present in the high proficiency group. In the low proficiency group, the subjects from the control group used more varying elements of argument to support their claims than those from the experimental group. This was because the subjects in the low proficiency group from the control group experienced increase in their amount of speaking in the second speaking task of the experiment. Also, the changes in the amount of argument schemes used, including causality, comparison, example, and authority, were analyzed. The group to evenly use all the argument schemes was limited to the high proficiency group from the experimental group. Although the high proficiency group from the control group also used more of all argument schemes in the second task, the range of the increase was uneven. The mid proficiency group from the control group used even less argument schemes in their second speaking task. The subjects' usage of argument markers was compared between the first and second speaking tasks. The high proficiency group from the experimental group not only used more of new markers, but the markers used were also greater in variation. The mid proficiency group from the control group used more argument markers in their first speaking task than in the second. The analysis showed that rhetorical writing positively affected the high and mid proficiency groups. For the low proficiency group, debate outlining led to their improved persuasive speaking abilities. The above evaluation process revealed that persuasive writing can have different effects on persuasive speaking depending on the learners' proficiency level. Moreover, this result means that different methods of teaching are needed for different proficiency levels to successfully improve the learners' persuasive speaking abilities. Fifth, a survey was conducted to find out what aspect of persuasive speaking was affected by debate outlining and rhetorical writing. The survey results showed that the subjects experienced a change in the way they perceived the difficulty of the topic before and after the experiment as an effect of debate outlining and rhetorical writing. Also, the writings had an effect on the substance and the expressive aspects with the debate outlining affecting the substance aspect more in their second speaking task. Therefore, rhetorical writing was more effective in evenly improving the substance and expressive aspects of persuasive speaking, while debate outlining was effective in improving the substance aspect in that the learners could obtain more diverse information on the topic. Chapter 5 cited a case of stages of teaching and a teaching plan improving persuasive speaking linked with persuasive writing based on the results of the experiment. The stages of teaching include the 'topic understanding stage', the collecting of information on the topic, the 'content arrangement stage', the logical, systematic arranging of the general content, the 'text makeup stage', the rhetorical writing of arranged content using appropriate argument schemes and markers, and the 'discourse construction stage', the switching of writing into persuasive speaking through debates. For the high and mid proficiency groups, the lesson stages center around rhetorical writing to strengthen logicality and structure as a reflection of the result of the experiment. For the low proficiency group, debate outlining and rhetorical writing are done simultaneously before a debate to improve their persuasiveness in speaking by strengthening logicality and structure as well by acquiring more information on the topic. The stages were applied to propose lesson models, which are separated into a group activity model and an independent activity model. Primary debate is done as a group activity in the same manner as it is done in existing debate classes. Secondary debate is done as a part of an independent activity where the individual would try to improve his/her persuasive speaking skills by using the debate topics dealt with in class. Especially in the independent activity, a lesson on argument is given prior to a debate followed by a rhetorical writing consisting of argument structure, scheme, and marker in order to improve the learners’ persuasiveness. For the low proficiency group of learners, a revision of debate outlines is added so they can revisit their previously formed point of view on the topic before proceeding onto rhetorical writing. Different lesson models were suggested to maximize the impact of education on the students of each proficiency level. ，韩语论文网站，韩语论文网站 |
