• 영어어문교육
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• 제15권3호
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• pp.1-31
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• 2009

Although Korean university students' primary concern is academic success in their higher degrees in the UK, they highly desire to develop English communicative competence through a number of opportunities to speak with natives speakers. The paper aims at examining to what extent they are able to be socialised into a new environment while they are studying at UK universities. The in-depth, longitudinal interviews with the targeted group of six Korean masters' students at the University of York was undertaken to observe the pace of their progress in developing social skills. Reluctance and hesitance to contact and interact with their supervisors and other academic staff persisted for most of them to the final term caused by cultural reasons such as face and hierarchy rather than language problems. Despite the six participants' variation in their patterns of social interaction, they struggled with pressures towards monoculture-biased interaction with Korean people, which was quite extreme for the five participants. This passivity can be explained by several reasons such as the students' lack of communicative competence and other situational factors on one-year course. It is important to note that students' failure to develop network with native speakers is strongly associated with experience of cultural withdrawal and frustration with developing communicative competence in English.

• 한국임상보건과학회지
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• 제5권3호
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• pp.925-935
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• 2017

Purpose. This study was conducted in order to establish a self-growth group counseling program and examine the effects of self-esteem, ego-identity, and communicative competence among nursing students. Method. The study was designed using a non-equivalent control group pretest-post-test design. Data was collected from a period between March 13 and May 26, 2017, Participants involved were 66 second year nursing students in 1 College of K City, and were assigned to an experimental group (n=30), or a control group (n=33). A self-growth group counseling program was conducted over a period of 10 sessions for 10 weeks, once a week at 100 minutes per session. The data was analyzed using descriptive analysis, independent t-tests, and ${\chi}^2$ tests with t SPSS/WIN 21.0. Results. After completion of the program, a difference was observed in levels of self-esteem(t=3.14, p=.004), ego-identity(t=2.86, p=.006), and communicative competence(t=5.42, p=.011) of the experimental group. Conclusion. It is expected that these results would be helpful for increasing self-esteem, ego-identity, and communicative competence amopng nursing students by way of a self-growth group counseling program.

• 한국콘텐츠학회논문지
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• 제14권6호
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• pp.466-476
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• 2014

본 연구의 목적은 보육교사들의 의사소통능력과 가족-교사 간 의사소통에 대해 살펴보고, 두 변인 간 상관관계를 살펴봄으로써 가족-교사 간 의사소통 기회 증진을 위한 효율적인 방안 마련에 기초적인 정보를 제공하는 것이었다. 이를 위해 수원시 소재 어린이집에 근무하는 교사 175명을 대상으로 설문조사를 통해 자료를 수집하였고, 수집된 자료를 분석하기 위해 기술통계, 확인적 요인분석, Oneway-ANOVA, 상관관계분석을 실시하였다. 연구결과, 첫째, 보육교사의 의사소통능력은 비교적 높은 것으로 나타났고, 보육교사의 연령, 경력, 학력 및 근무기관 유형에 따른 유의미한 차이가 나타났다. 연령은 36세 이상 나이 많은 교사의 의사소통능력이 높았고, 경력과 학력이 높은 집단일수록 의사소통능력이 높았으며, 국공립 어린이집 교사의 의사소통능력이 민간 어린이집 교사 보다 높게 나타났다. 둘째, 보육교사의 가족-교사 간 의사소통은 비교적 높은 수준이었고, 보육교사의 학력과 근무기관 유형에 따른 유의미한 차이가 있었다. 4년제 대졸 이상 교사의 가정-교사 간 의사소통 수준이 2, 3년제 대졸 교사 보다 높았고, 국공립 어린이집 교사의 가족-교사 간 의사소통 수준이 민간 어린이집 교사보다 높았다. 셋째, 보육교사의 의사소통능력이 높을수록 가족-교사 간 의사소통 수준이 유의미하게 높은 것으로 나타나, 의사소통능력과 가족-교사 간 의사소통은 유의미한 정적 상관이 있는 것으로 나타났다.

• 임상간호연구
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• 제28권3호
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• pp.211-222
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• 2022

Purpose: This study aimed to identify the effects of preparedness towards delegation, critical thinking disposition, and communicative competence on job satisfaction among comprehensive nursing care service ward nurses and general ward nurses. Methods: The participants in this study were 218 nurses from two university hospitals. Data were collected using self-administered questionnaires and were analyzed using SPSS Statistics/WIN 21.0, including descriptive statistics, x² test, Fisher's exact test, t-test, ANOVA, Scheffeé test, Pearson's correlation coefficient, and multiple linear regression analysis. Results: For comprehensive nursing care service ward nurses, the significant influencing factors on job satisfaction were age (β=-.37, p=.041), marital status (β=.35, p=.001), critical thinking disposition (β=.29, p=.003), and communicative competence (β=.28, p=.002) with the explanatory power was 39.0% (F=12.00, p<.001). On the other hand, for general ward nurses, the significant influencing factors on job satisfaction were advanced degree (β=.29, p=.047), critical thinking disposition (β=.23, p=.040), and communicative competence (β=.42, p<.001) with the explanatory power was 33.0% (F=11.78, p<.001). Conclusion: The results of this study suggest the importance of developing and applying education programs to improve critical thinking disposition and communicative competence of nurses. This would enhance the comprehensive nursing service and increase overall nursing manpower resources. In addition, further studies are needed to improve nursing work environments and to develop strategies for enhancing preparedness towards delegation, which would increase the job satisfaction of nurses in the comprehensive nursing care service wards.

• 한국문헌정보학회지
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• 제50권1호
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• pp.377-394
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• 2016

본 연구는 대학생을 대상으로 정보사회에서 갖추어야 하는 필수능력인 의사소통역량이 정보활용능력에 미치는 영향을 실증적으로 규명해보고자 하였다. 본 연구의 결과, 첫째, 의사소통역량 중 수용력은 정보활용능력 중 정보요구, 정보검색, 정보평가 등에 긍정적인 영향을 미치는 것으로 나타났다. 둘째, 의사소통역량 중 전달력은 정보활용능력 중 정보통합, 정보표현에 영향을 미치는 것으로 나타났으며, 마지막으로 의사소통역량 중 조정력은 정보요구, 정보검색, 정보평가, 정보통합, 정보표현, 정보윤리 등 정보활용능력의 전반에 긍정적인 영향을 미치는 것으로 나타났다. 위의 결과들을 종합해 볼 때, 전반적으로 의사소통역량과 정보활용능력은 높은 상관관계를 가지고 있는 것으로 나타났다. 따라서 개인이 새로운 정보를 수용하고 자신의 의견을 전달하며 긍정적으로 조정할 수 있는 능력이 정보를 효과적으로 활용하는 능력에 영향을 미친다는 것을 실증적으로 분석한 것은 본 연구의 긍정적 결과물이라고 할 수 있다.

• 디지털융복합연구
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• 제17권9호
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• pp.249-259
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• 2019

본 연구 목적은 대학생의 대학적응, 인성, 의사소통능력, 대인관계 유능성이 현장실습적응에 미치는 영향을 분석하기 위해 시행하였다. G도의 J시와 C시에 소재한 대학교 간호대학생과 의과대학생 231명을 대상으로 하였으며, SPSS/WIN 20.0를 이용하여 Baron & Kenny의 3단계 절차를 이용한 다중회귀분석과 Sobel test를 이용한 매개효과의 유의성을 검증하였다. 현장실습적응에 직접적인 영향은 대학적응(${\beta}=.22$, p=.003)과 대인관계 유능성(${\beta}=.38$, p<.001)이었으며, 인성과 의사소통능력은 현장실습적응에 직접적인 영향을 미치는 효과(${\beta}=.02$, p=.740), (${\beta}=.04$, p=.590)는 유의하지 않았으나 대인관계 유능성을 통한 간접효과가 유의하였다(${\beta}=.15$, p=.004), (${\beta}=.19$, p=.011). 인성과 의사소통능력이 대인관계 유능성을 매개로 현장실습적응에 영향을 미치는 요인이므로, 대학에서 바람직한 인성교육과 의사소통능력, 대인관계 향상을 위한 훈련프로그램 마련이 중요하다.

• 한국산학기술학회논문지
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• 제16권4호
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• pp.2329-2337
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• 2015

본 연구는 의사소통 시뮬레이션교육프로그램을 개발하고 지역사회간호학 교과목에 적용가능성을 평가하기 위한 단일군 전후설계로 시행되었다. 대상자는 3학년 간호학생 35명이었고 의사소통능력과 만족도에 대한 설문지로 조사했고 수집된 자료는 교육 전후 의사소통능력의 비교는 paired t-test, 교육 후 만족도는 서술통계 후 분석했다. 본 연구를 통해 의사소통 시뮬레이션프로그램이 개발되었고 교육 후 간호학생의 만족도는 4.4/5점이다. 그러나 전반적인 의사소통능력에는 차이가 없었고 하부 영역 중 역할수행능력에 대한 평균 점수는 사전 3.5/5점, 사후 3.7/5점으로 증가했으나(p<.001), 해석능력은 사전 3.6/5점, 사후 3.5/5점으로 감소했다(p=.029). 의사소통의 다른 세 영역은 교육 전후 유의한 차이가 없었다. 따라서 본 연구에서 개발된 의사소통 시뮬레이션교육프로그램을 지역사회간호학교육에 적용 가능할 것으로 보이나 추후 효과적으로 의사소통능력을 증가시키기 위한 전략에 대한 고려가 필요하다.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2004년도 춘계 학술대회 발표논문집
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• pp.261-265
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• 2004

The purpose of this paper is to improve English communicative competence of elementary school students through an acoustic study For this purpose, this study investigates various postlexical phenomena which can be applied to utterence contents in elementary school English book and analyzes the application of postlexical phenomena through the spectrogram when native speakers and elementary school students speak English. The speech materials were seven sentences which contained various postlexical phenomena. This leads to the conclusion that knowing and pronouncing postlexical phenomena of English is needed for improving English communicative competence successfully.

• 영어어문교육
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• 제12권4호
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• pp.117-138
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• 2006

The purpose of this study is to increase students' interest in the subject of English, which has been led by some mannerism, and to improve the students' basic scholastic ability and self-controlled problem solving, through adopting an individualized Web Based Instruction(WBI) as a concrete and practical learning method. In order to achieve this, an individualized Web Based Instruction(WBI) homepage has been developed to be applied experimentally to the field of middle school education for 8 months, and a research has been made on its effects on the students' interest in English along with the improvement of English. Two groups which showed almost the same interest were selected as a controlled group and an experimental one. Individualized Web Based Instruction was applied to the experimental group, while the controlled group was not instructed according to student ability. The controlled group was taught using CD added with the textbook. As a result of T-test, the students in the experimental group showed more improvement in communicative competence than those in the controlled group.

• 영어어문교육
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• 제18권2호
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• pp.1-20
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• 2012

This study aims to propose using English reading strategies to enhance Intercultural Communicative Competence (ICC) for EFL learners. The study recruited college-level participants who were enrolled in a general English reading course (N=30) and administrated the surveys with a Repeated Measures Design (RMD). In the survey, an intercultural sensitivity scale and metacognitive reading strategies inventory were conducted for comparison. During the instruction, participants were asked to use the R.I.D.E.R. (i.e. Read, Image, Describe, Evaluate, and Repeat) strategy for visualization of text, which is aimed at facilitating the use of metacognitive reading strategies. In the results, participants showed a statistically significant increase both in the intercultural sensitivity level and the use of metacognitive reading strategies after the practice of R.I.D.E.R for one semester. Further analysis was appended to the results by the correlation and regression analysis, and proposed that participants benefit their development of intercultural sensitivity from the use of metacognitive reading strategies. Therefore, the study suggests that implementing metacognitive reading strategies facilitates college EFL readers to increase their cultural sensitivity, which empowers ICC through English reading (176words).