지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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The purpose of this study is to examine the relationships between speech competence of the engineering students’ and its correlative variables such as communicative apprehension, communicative traits and engineering self-efficacy. In spite of the importance and need for the understanding of relationships how communicative traits and engineering self-efficacy influence on the speech competence as well as the class participation of engineering students, few domestic studies have focused on these relationships. This study was conducted with 163 engineering students taking the course of 《Presentation and Debate Skills》in the college of engineering at Pusan National University.
Findings showed that firstly, there was a negative correlation between communicative apprehension and engineering students’ argumentativeness, but no correlation between communicative apprehension and their verbal aggressiveness. Secondly, we found a high negative correlation between communicative apprehension and team activity related efficacy, a component of engineering self-efficacy(r-.566). Besides this study verified that a good debater has not only a considerably lower communicative apprehension but also higher argumentativeness than the average score as well as lower verbal aggressiveness. From this findings, it is needed to develop the educational contents susceptible to increase the learners’ argumentativeness and evaluate their effects.
Findings showed that firstly, there was a negative correlation between communicative apprehension and engineering students’ argumentativeness, but no correlation between communicative apprehension and their verbal aggressiveness. Secondly, we found a high negative correlation between communicative apprehension and team activity related efficacy, a component of engineering self-efficacy(r-.566). Besides this study verified that a good debater has not only a considerably lower communicative apprehension but also higher argumentativeness than the average score as well as lower verbal aggressiveness. From this findings, it is needed to develop the educational contents susceptible to increase the learners’ argumentativeness and evaluate their effects.
목차
Ⅰ. 서론
Ⅱ. 이론적 배경과 선행 연구
Ⅲ. 연구 문제와 연구 방법
Ⅳ. 연구 결과 및 논의
Ⅴ. 결론 및 제언
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UCI(KEPA) : I410-ECN-0101-2014-800-002646376