발화 지표의 요인 구조와 안정성: 학습 맥락과 학습자 특성의 효과

초록

This study analyzed the factor structure of the linguistic features of learner utterances to explore their potential as diagnostic information. Transcribed utterance data from paired discussions conducted twice with 130 college students were analyzed. Exploratory factor analysis using 12 indicators revealed three factors—speech productivity, keyword density, and syntactic complexity—consistently derived across two learning conditions. Speech productivity and syntactic complexity scores were stable across time points, with between-individual variance exceeding 60% after controlling for learning context. In contrast, keyword density showed high temporal fluctuation, with between-individual variance dropping to approximately 5%. Speech productivity and keyword density were higher in expertise-advantaged contexts, while syntactic complexity was higher in competitive contexts. After controlling for learning context, perceived competence, behavioral engagement, and competitive attitude positively predicted speech productivity; keyword density showed negative relationships with cooperative attitude and GPA; and syntactic complexity was positively associated with competitive attitude. These findings suggest that utterance-based linguistic measures are sensitive to learning context while reflecting stable learner characteristics. Implications and limitations for using linguistic factor scores as diagnostic indicators are discussed.

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