말 잘하는 사람이 인정받는 시대다. 자신의 의견이나 의사를 타인에게 전달하는 능력은 현대인이 갖춰야 할 필수적인 요소이자 경쟁력으로 평가받고 있다. 한마디로, 스피치 능력은 치열한 경쟁사회 속에 인정받을 수 있는 성공요인이며, 대인관계의 기본인 것이다. 이에 따라, 스피치 교육의 효과를 연구한 선행연구는 특히, 발표불안증과 자아존중감에 미치는 영향에 관한 연구를 중점적으로 보고하였으며, 주로, 아동, 청소년 및 대학생을 대상으로 연구되었다. 따...
말 잘하는 사람이 인정받는 시대다. 자신의 의견이나 의사를 타인에게 전달하는 능력은 현대인이 갖춰야 할 필수적인 요소이자 경쟁력으로 평가받고 있다. 한마디로, 스피치 능력은 치열한 경쟁사회 속에 인정받을 수 있는 성공요인이며, 대인관계의 기본인 것이다. 이에 따라, 스피치 교육의 효과를 연구한 선행연구는 특히, 발표불안증과 자아존중감에 미치는 영향에 관한 연구를 중점적으로 보고하였으며, 주로, 아동, 청소년 및 대학생을 대상으로 연구되었다. 따라서 본 연구는 스피치 교육 효과에 관한 연구를 심화시켜 보기 위해 일반인을 대상으로 한 교육에서의 향상의 정도와 효과를 알아보고자 하였다. 또한, 스피치 교육이 상황에 따른 불안감 정도를 감소시킬 수 있는지 알아볼 수 있도록 문항을 구성하였고, 일반적 자아존중감과 사회적 자아존중감에 미치는 영향에 관한 연구도 살펴보았다.
말 잘하는 사람이 인정받는 시대다. 자신의 의견이나 의사를 타인에게 전달하는 능력은 현대인이 갖춰야 할 필수적인 요소이자 경쟁력으로 평가받고 있다. 한마디로, 스피치 능력은 치열한 경쟁사회 속에 인정받을 수 있는 성공요인이며, 대인관계의 기본인 것이다. 이에 따라, 스피치 교육의 효과를 연구한 선행연구는 특히, 발표불안증과 자아존중감에 미치는 영향에 관한 연구를 중점적으로 보고하였으며, 주로, 아동, 청소년 및 대학생을 대상으로 연구되었다. 따라서 본 연구는 스피치 교육 효과에 관한 연구를 심화시켜 보기 위해 일반인을 대상으로 한 교육에서의 향상의 정도와 효과를 알아보고자 하였다. 또한, 스피치 교육이 상황에 따른 불안감 정도를 감소시킬 수 있는지 알아볼 수 있도록 문항을 구성하였고, 일반적 자아존중감과 사회적 자아존중감에 미치는 영향에 관한 연구도 살펴보았다.
In this period, persons who can speak well are recognized. An ability to deliver one's opinion or thought to others is evaluated as an essential factor and competitiveness that modern people should have. In one word, speech skill is a successful factor which can be recognized in fierce competitive s...
In this period, persons who can speak well are recognized. An ability to deliver one's opinion or thought to others is evaluated as an essential factor and competitiveness that modern people should have. In one word, speech skill is a successful factor which can be recognized in fierce competitive society and basic factor of human relations. Therefore, precedent studies on effects of speech education reported studies on the effects of presentation anxiety and self-respect intensively and their subject was mainly children, youths and university students. Therefore, this research intended to examine degree and effects of the improvement in education for general people so as to deepen the studies on effects of speech education. Also, questions were organized so as to examine if speech education can reduce the degree of anxiety by situation and studies on the effects on general self-respect and social self-respect were examined. Speech education was organized by 30% theory and 70% practice based on the existing precedent researches and there are total 8 times by 2-hour education once a week for 8 weeks. Presentation anxiety and self-respect by speech education are evaluated by question criterion of pre-survey and post-survey, so the survey was conducted before the class and after 8 weeks. There are total 90 participants and all of questionnaires were collected. For the collected data of survey, descriptive statistics, credibility analysis and paired-sample t-test were conducted by SPSS 21.0. As a result of research, presentation anxiety and self-respect after the speech education were higher than those before the education, so they could satisfy both research problem 1 and 2. But, confidence coefficient of presentation anxiety and educational effects were insignificant, so it's necessary to study continuously in the future. Through this research, results of the effects of presentation anxiety and self-respect at higher abstract level beyond the improvement of linguistic and non-linguistic factors at low abstract level on presentation could be confirmed. Therefore, direction and necessities of speech education could be grasped once again and it should be helpful to conduct various and in-depth studies.
In this period, persons who can speak well are recognized. An ability to deliver one's opinion or thought to others is evaluated as an essential factor and competitiveness that modern people should have. In one word, speech skill is a successful factor which can be recognized in fierce competitive society and basic factor of human relations. Therefore, precedent studies on effects of speech education reported studies on the effects of presentation anxiety and self-respect intensively and their subject was mainly children, youths and university students. Therefore, this research intended to examine degree and effects of the improvement in education for general people so as to deepen the studies on effects of speech education. Also, questions were organized so as to examine if speech education can reduce the degree of anxiety by situation and studies on the effects on general self-respect and social self-respect were examined. Speech education was organized by 30% theory and 70% practice based on the existing precedent researches and there are total 8 times by 2-hour education once a week for 8 weeks. Presentation anxiety and self-respect by speech education are evaluated by question criterion of pre-survey and post-survey, so the survey was conducted before the class and after 8 weeks. There are total 90 participants and all of questionnaires were collected. For the collected data of survey, descriptive statistics, credibility analysis and paired-sample t-test were conducted by SPSS 21.0. As a result of research, presentation anxiety and self-respect after the speech education were higher than those before the education, so they could satisfy both research problem 1 and 2. But, confidence coefficient of presentation anxiety and educational effects were insignificant, so it's necessary to study continuously in the future. Through this research, results of the effects of presentation anxiety and self-respect at higher abstract level beyond the improvement of linguistic and non-linguistic factors at low abstract level on presentation could be confirmed. Therefore, direction and necessities of speech education could be grasped once again and it should be helpful to conduct various and in-depth studies.
주제어
#스피치 교육 발표불안증 자아존중감 비언어적 요소 speech education non-linguistic communication communication presentation anxiety social self-respect general self-respect adults
학위논문 정보
저자
김진이
학위수여기관
경희대학교 언론정보대학원
학위구분
국내석사
학과
전략커뮤니케이션학과 스피치, 토론 전공
지도교수
강태완
발행연도
2015
총페이지
ⅵ, 80 p.
키워드
스피치 교육 발표불안증 자아존중감 비언어적 요소 speech education non-linguistic communication communication presentation anxiety social self-respect general self-respect adults
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