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This study aims to find an educational plan in discourse-synthesized speaking for Korean learners as an academic purpose. Discourse synthesis is a basic technique, which is also frequently required in speaking in an academic context. Therefore, this study collected utterances of actual Korean learners, examined the aspect of difficulties that learners had to go through within the process of discourse-synthesized speaking, and therefore, on this basis, derived an educational plan for each of the steps. Learners who are not ready in terms of language for discourse synthesis are required a sufficient amount of practice in reading and understanding materials in Korean according to their proficiency. In addition, learners who are capable of understanding the materials but failed in the phase of critically thinking about materials, are required the capability of critical thinking as well as procedural knowledge for discourse synthesis. Furthermore, learners who had trouble in terms of actual utterance were suggested they should practice utterance performing such as discourse analysis activities or self-monitoring. This study is significant in the sense that it applied the teaching of discourse-synthesized speaking which had been studied in focus of writing as well as suggesting an actual educational plan throughout the analysis of learners’ utterances. As a follow-up study, it is suggested that the discussion of this study can be specified into a syllabus and a teaching model systematically and practically.