This study examined the aspects of speaking strategies in the presentation discourse by Korean language learners. This is for grasping the varieties and frequency of the speaking strategies used by Korean language learners in a classroom setting and p...
This study examined the aspects of speaking strategies in the presentation discourse by Korean language learners. This is for grasping the varieties and frequency of the speaking strategies used by Korean language learners in a classroom setting and providing databases to study on speaking strategies and to instruct the strategies in future Korean education.
The studies on strategies in Korean education have been focused on the negotiation of meaning or on the use of strategies to solve tasks under the controlled situation. Thus, this study focused on analyzing the aspects of the speaking strategies used by the Korean language learners based on the authentic discourse data. The data are taken from the presentation by the Korean language learners with academic purpose, as it is the basic form of discourse they experience while they are in the academic world.
For this study, 18 presentation discourse data were recorded and then analyzed their aspects of speaking strategies according to the discourse type with the frame of analysis reconstructed to serve the purpose of this study. The result reveals that the use of fillers is most frequently used and then hesitation, repetition, repair and self-repair in order. Each strategy is used with a considerable difference in its frequency.
This study is meaningful that it analyzed the aspects of speaking strategies not based on the controlled and induced utterance but based on the authentic utterance data by the Korean language learners. In addition, the result of this study may work as a database for teaching speaking strategies in Korean education. Further studies on the strategies in the authentic communicative situations are expected to be carried out and to contribute to the studies on strategy approaches, teaching methods and instruction models.
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