26 Teaching and Learning Models Ready for Immediate Application in Speaking Classes

This book introduces 26 teaching and learning models for speaking that can be immediately applied in speaking education.
Based on the research findings of researchers at the Korean Society of Speech Language, this book covers a wide range of topics, from developing universal communication skills and fostering harmonious interpersonal relationships to resolving conflicts and facilitating sound decision-making in a society where people of different ages, genders, and cultures coexist, to developing critical thinking skills and fostering cooperative and collaborative learning.
We hope that this book, published by researchers from the Korean Society of Speech Language Studies, will contribute to the development of speech education theory and its practical application in educational settings.

There are two perspectives on knowledge: objectivism and constructivism.
According to the objectivist perspective, the object itself has its own meaning, so knowledge is an independent entity that exists objectively regardless of the subject's perception and has fixed and unchangeable characteristics (Choi Hyeon-seop et al., 2000: 11).
In contrast, the constructivist perspective understands that human knowledge is constructed from experience and is self-constructed through active interaction with the surroundings.
--- p.12-13

When setting the context in terms of the content and method of listening and speaking education, the principles of ‘focus’ and ‘integration’ must be considered.
First, we need to extract the content elements related to the context that needs to be taught in listening and speaking education, and then devise specific teaching and learning activities necessary for teaching the context.
At this time, the principle of focus is applied, which means accepting diverse and ambiguous contexts as a field for listening and speaking education.
Next, considering the characteristics of the context, detailed content elements related to the context must be related and linked or integrated with teaching and learning activities to teach the context.
At this time, the principle of integration is applied to educate students by taking advantage of the unique characteristics of the context.
--- p.31

People do not live in isolation, but rather live in constant interaction with others.
The speech that is essential for human interaction is intersubjective as a joint product of the participants.
Since speaking is an act of sharing meaning among communication participants, speakers express their thoughts in a way that the listener can understand, and in the process of exchanging opinions, they discover commonalities and differences.
And as the participants narrow their differences of opinion through conversation, they expand their common ground.
In this way, speech has an intersubjective characteristic in that meaning is created and reconstructed through interaction with the other person.
--- p.41

Interview training should focus on actual interview practice.
Textbooks should be structured around activities that can actually be used to conduct interviews, rather than pre- or post-interview activities, and teaching and learning about interviews should also be centered around the interview implementation stage.
Since speaking skills develop well through actual practice, interview execution skills will also grow and develop the more interviews you conduct.

--- p.112