초록

This research aims to design and conduct a case study on a global corporation’s English speaking preparation for an OPIc test, focusing on a personal storytelling task. It also explores a test-taker’s narrative identity development during the course. In order to do that, this study adopted Shin et al.’s(2018a) storytelling-based curriculum including Shin et al.’s (2018b) storytelling textbook, Spencer and Slocum’s (2010) narrative intervention, and Kim’s (2019a) narrative identity construction. During the spring semester of 2018 language course, nine participants employed at the global corporation joined the research and were taught by the researcher. This test preparation consisted of three procedures: pre-test, narrative intervention and post-test. It was found that intervention method was effective in a learner’s narrative identity development in terms of narrative level, narrator information/reflection and narrative mode/interaction. The implications of the paper are to raise awareness of links between test preparation, personal storytelling and narrative identity, focusing on a test-taker’s actual narrative proficiency and identity construction. It is also suggested that there is a need for investigating more teachable, assessable and manageable procedures and guidelines for a teacher to apply to the classroom.

키워드

English speaking test preparation, OPIc, personal storytelling, narration, narrative identity, global corporation

참고문헌(19)open

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