영어말하기 교수에 대한 수사학적 고찰

A Rhetoric Approach to Teaching of English Speaking focusing on five rhetoric components applied to storytelling English speaking

This study aims to investigate what kind of English speaking teaching approach could be more effective to reach the goal of English speaking for Korean English learners. Compared to the current English conversation teaching with stressing linguistic features or sentence-level expressions, this study applied one-way storytelling English speaking teaching based on the five rhetoric components including invention, arrangement, style, memory, and delivery. Each step in the five components related to teaching storytelling English speaking was suggested in detail. Through the pilot study to compare the teaching effects of two English speaking teaching approaches, the storytelling speaking group with the rhetoric five components told the stories more than twice as much as the conversation group. In addition, the stories that the storytelling group produced included more story elements than those the conversation group did. Contrary to the conversation group focusing on some linguistic features, situational expressions or patterned sentences, focused-storytelling group developed five components and activated learners’ stories, which could lead them to provide ample stories and make the stories more persuasive and interesting. Regardless of learners’ low level of English proficiency, this study suggests the possibility that storytelling English speaking teaching based on the five rhetoric components or well organized story elements could accelerate for English learners to be more fluent English speakers.