Independent Speaking Rubric
General Description
The response fulfills the demands of the task, with at most minor lapses
in completeness. It is highly intelligible and exhibits sustained, coherent
discourse. A response at this level is characterized by all of the following:
The response addresses the task appropriately, but may fall short of
being fully developed. It is generally intelligible and coherent, with some
fluidity of expression though it exhibits some noticeable lapses in the
expression of ideas. A response at this level is characterized by at least two
of the following:
The response addresses the task, but development of the topic is
limited. It contains intelligible speech, although problems with delivery
and/or overall coherence occur; meaning may be obscured in places. A response
at this level is characterized by at least two of the following:
The response is very limited in content and/or coherence or is only
minimally connected to the task, or speech is largely unintelligible. A
response at this level is characterized by at least two of the following:
Delivery
Generally well-paced flow (fluid expression). Speech is clear. It may
include minor lapses, or minor difficulties with pronunciation or intonation
patterns, which do not affect overall intelligibility.
Speech is generally clear, with some fluidity of expression, though
minor difficulties with pronunciation, intonation, or pacing are noticeable and
may require listener effort at times (though overall intelligibility is not
significantly affected).
Speech is basically intelligible, though listener effort is needed
because of unclear articulation, awkward intonation, or choppy rhythm/pace;
meaning may be obscured in places.
Consistent pronunciation, stress, and intonation difficulties cause
considerable listener effort; delivery is choppy, fragmented, or telegraphic; frequent
pauses and hesitations.
Language Use
The response demonstrates effective use of grammar and vocabulary. It
exhibits a fairly high degree of automaticity with good control of basic and
complex structures (as appropriate). Some minor (or systematic) errors are
noticeable but do not obscure meaning.
The response demonstrates fairly automatic and effective use of grammar
and vocabulary, and fairly coherent expression of relevant ideas. Response may
exhibit some imprecise or inaccurate use of vocabulary or grammatical
structures or be somewhat limited in the range of structures used. This may
affect overall fluency, but it does not seriously interfere with the
communication of the message.
The response demonstrates limited range and control of grammar and vocabulary.
These limitations often prevent full expression of ideas. For the most part,
only basic sentence structures are used successfully and spoken with fluidity.
Structures and vocabulary may express mainly simple (short) and/or general
propositions, with simple or unclear connections made among them (serial
listing, conjunction, juxtaposition).
Range and control of grammar and vocabulary severely limit (or prevent)
expression of ideas and connections among ideas. Some low-level responses may
rely heavily on practiced or formulaic expressions.
Topic Development
Response is sustained and sufficient to the task. It is generally well
developed and coherent; relationships between ideas are clear (or clear
progression of ideas).
Response is mostly coherent and sustained and conveys relevant ideas / information.
Overall development is somewhat limited, usually lacks elaboration or
specificity. Relationships between ideas may at times not be immediately clear.
The response is connected to the task, though the number of ideas
presented or the development of ideas is limited. Mostly basic ideas are
expressed with limited elaboration (details and support). At times relevant
substance may be vaguely expressed or repetitious. Connections of ideas may be
unclear.
Limited relevant content is expressed. The response generally lacks
substance beyond expression of very basic ideas. Speaker may be unable to
sustain speech to complete the task and may rely heavily on repetition of the
prompt.
µ¶¸³Çü ¸»Çϱâ Æò°¡ ±âÁØ
ÀϹÝÀûÀÎ ¼³¸í
¿Ï¼ºµµ¿¡ Áö±ØÈ÷ ¹Ì¹ÌÇÑ °áÇÔÀÌ ÀÖÁö¸¸, ´ä¾ÈÀÌ ¹®Á¦ÀÇ ¿ä±¸»çÇ×À» ÃæÁ·½ÃŲ´Ù. ¾ÆÁÖ ¸í·áÇϸç, ÀÏ°ü¼º ÀÖ°í ÇÑ°á °°Àº ȹýÀ» º¸¿©ÁØ´Ù. ÀÌ·± ¼öÁØÀÇ ´äÀº ´ÙÀ½ÀÇ Æ¯¼ºÀ» ¸ðµÎ Áö´Ñ´Ù:
´ä¾ÈÀº ¹®Á¦¿¡ ´äÇßÁö¸¸, ÁÖÁ¦ÀÇ Àü°³°¡ ºÎÁ·ÇÏ´Ù. ºñ·Ï
Àü´ÞÀÇ ¹®Á¦¿Í Àü¹ÝÀûÀÎ ³í¸®Àû °áÇÕ¿¡ ¹®Á¦°¡ À־, ÀÌÇØÇÒ ¸¸ÇÑ ¼öÁØÀÇ ´ä¾ÈÀ» Æ÷ÇÔÇÑ´Ù. °÷°÷¿¡¼ Àǹ̰¡ ¸í·áÇÏÁö ¾Ê´Ù. ÀÌ·± ¼öÁØÀÇ ´äÀº ´ÙÀ½ Áß Àû¾îµµ
µÎ °¡Áö Ư¼ºÀ» Áö´Ñ´Ù:
´ä¾ÈÀº ¹®Á¦¿¡ ´äÇßÁö¸¸, ÁÖÁ¦ÀÇ Àü°³´Â ºÎÁ·ÇÏ´Ù. ºñ·Ï
Àü´ÞÀ̳ª Àü¹ÝÀûÀÎ ÀÏ°ü¼ºÀÇ ¹®Á¦°¡ ÀÖÀ½¿¡µµ ÀÌÇØÇϱ⠽¬¿î ¸»À» ´ã°í ÀÖ´Ù; ¶æÀÌ °÷°÷¿¡¼ ¾Ö¸ÅÇÒ ¼ö
ÀÖ´Ù. ÀÌ·± ¼öÁØÀÇ ´ä¾ÈÀº ´ÙÀ½ Áß Àû¾îµµ µÎ °¡Áö Ư¼ºÀ» Áö´Ñ´Ù:
´ä¾ÈÀÌ ³»¿ëÀ̳ª ÀÏ°ü¼º ¸é¿¡¼ ¸Å¿ì ºÎÁ·Çϰųª, °úÁ¦¿Í °ÅÀÇ °ü°è¾ø°Å³ª, ´ëü·Î ÀÌÇØÇÒ ¼ö ¾ø´Â ¸»ÀÌ´Ù. ÀÌ·± ¼öÁØÀÇ ´ä¾ÈÀº ´ÙÀ½ Áß Àû¾îµµ
µÎ °¡Áö Ư¼ºÀ» Áö´Ñ´Ù:
Àü´Þ·Â
È帧ÀÌ ´ëü·Î ¸¸Á·½º·´°í ¸»Åõ´Â ¸íÈ®ÇÏ´Ù. ÀüüÀûÀÎ ¸í·áÇÔ¿¡ ¿µÇâÀ» ³¢Ä¡Áö ¾Ê´Â ¼öÁØÀÇ, ¹ßÀ½ À̳ª ¾ï¾ç »óÀÇ ¹Ì¹ÌÇÑ ½Ç¼ö³ª ¾î·Á¿òÀÌ ÀÖ´Ù.
ºñ·Ï ¸íÈ®ÇÏÁö ¾ÊÀº ¹ßÀ½, ¼Åõ¸¥ ¾ï¾ç, ¶Ç´Â °í¸£Áö
¸øÇÑ ¼Óµµ ¶§¹®¿¡ µè´Â ÀÌÀÇ ³ë·ÂÀÌ ¿ä±¸µÇÁö¸¸, ´ä¾ÈÀº ±âº»ÀûÀ¸·Î ÀÌÇØ°¡ °¡´ÉÇÏ´Ù. °÷°÷¿¡¼ Àǹ̰¡ ¸í·áÇÏÁö ¾Ê´Ù.
ºñ·Ï ºÒºÐ¸íÇÑ ¹ßÀ½, ¾î»öÇÑ ¾ï¾çÀ̳ª °í¸£Áö ¸øÇÑ ¸®µë/¼Óµµ
¶§¹®¿¡ µè´Â ÀÌÀÇ ³ë·ÂÀÌ ÇÊ¿äÇÏÁö¸¸ ¸»Åõ´Â ±âº»ÀûÀ¸·Î ÀÌÇØÇÒ ¼ö ÀÖ´Ù; °÷°÷¿¡¼ ¶æÀ» ÀÌÇØÇϱâ Èûµé´Ù.
¹ßÀ½, °¼¼, ±×¸®°í ¾ï¾ç »óÀÇ ¾î·Á¿òÀº µè´Â ÀÌÀÇ
³ë·ÂÀ» »ó´çÈ÷ ÇÊ¿ä·Î ÇÑ´Ù; ³»¿ëÀÌ °è¼ÓÇؼ ²÷¾îÁø´Ù. ¸ØÃã°ú
¸Á¼³ÀÓÀÌ Àæ´Ù.
¾ð¾îÀÇ »ç¿ë
´äÀÌ ¹®¹ý°ú ´Ü¾î¸¦ È¿°úÀûÀ¸·Î »ç¿ëÇß´Ù. ±âº»Àû ±¸Á¶¿Í º¹ÇÕÀû ±¸Á¶¸¦ Àß Á¶ÀýÇϸç, ²Ï ³ôÀº ¼öÁØÀÇ ÀÚµ¿¼ºÀ» º¸¿©ÁØ´Ù. ¸î¸î ÀÚÀßÇÑ ½Ç¼ö°¡ ´«¿¡ ¶çÁö¸¸, Àǹ̸¦ ¾Ö¸ÅÇÏ°Ô ¸¸µå´Â ¼öÁØÀº ¾Æ´Ï´Ù.
´äÀÌ ²Ï ÀÚµ¿ÀûÀÌ°í È¿°úÀûÀÎ ¹®¹ý°ú ¾îÈÖ·Â, ±×¸®°í °ü·ÃµÈ ÀÇ°ß°ú ÀÏÄ¡Çϴ ǥÇö·ÂÀ» º¸ÀδÙ. ´äÀÌ ºÎÁ¤È®ÇÑ ¾îÈÖÀÇ »ç¿ëÀ̳ª ¹®¹ý ±¸Á¶¸¦ º¸ÀÌ°í, ¹®Àå ±¸Á¶ÀÇ
È°¿ë ¹üÀ§°¡ Á¼´Ù. ÀÌ´Â ÀüüÀû À¯Ã¢ÇÔ¿¡ ¿µÇâÀ» ¹ÌÃÆÀ» ¼ö ÀÖÁö¸¸, ³»¿ëÀÇ
¼ÒÅëÀ» ½É°¢ÇÏ°Ô ¹æÇØÇÏÁö´Â ¾Ê´Â´Ù.
´äÀº ¹®¹ý°ú ¾îÈÖ¸¦ ´Ù·ç´Âµ¥ ¹Ì¼÷ÇÑ ´É·ÂÀ» º¸ÀδÙ. ÀÌ·± ´É·ÂÀÇ ºÎÁ·Àº Á¾Á¾ »ý°¢À» ¸ðµÎ Ç¥ÇöÇÏ´Â
µ¥¿¡ Àå¾Ö°¡ µÈ´Ù. ±âº»ÀûÀÎ ¹®Àå ±¸Á¶ »ç¿ëÀº ´ëü·Î ¼º°øÀûÀÌ°í, ¸»Åõ´Â
À¯µ¿ÀûÀÌ´Ù. (³ª¿, Á¢¼Ó»ç, º´·Ä ¹èÄ¡ µî) ÀÌµé »çÀÌÀÇ ´Ü¼øÇÏ°í ºÒ¸íÈ®ÇÑ ¿¬°áÀ» °¡Áö°í, ±¸Á¶¿Í ¾îÈÖ´Â ´Ü¼øÇÏ°Ô Ç¥ÇöµÈ´Ù.
¹®¹ý°ú ´Ü¾î¸¦ ´Ù·ç´Â ´É·ÂºÎÁ· ¶§¹®¿¡ »ý°¢ÀÇ Ç¥Çö°ú ÀÇ°ß°£ÀÇ ¿¬°áÀÌ ºó¾àÇÏ´Ù. ÀϺΠ¼öÁØ ³·Àº
´äÀº ¿¬½ÀµÇ°Å³ª Á¤ÇüÈµÈ Ç¥Çö¿¡ ½ÉÇÏ°Ô ÀÇÁöÇÑ´Ù.
ÁÖÁ¦ÀÇ Àü°³
´ä¾ÈÀº °úÁ¦¸¦ ÃæºÐÈ÷ µÞ¹ÞħÇÑ´Ù. ´ëü·Î Àß
Àü°³µÇ¾ú°í ³í¸®Á¤¿¬ ÇÏ´Ù; ÀÇ°ß°£ÀÇ °ü°è°¡ ºÐ¸íÇÏ´Ù. (¶Ç´Â
ÀÇ°ßÀÇ ¶Ñ·ÇÇÑ Àü°³)
´ë´äÀº °ÅÀÇ ³í¸®Á¤¿¬ÇÏ°í ÃæºÐÈ÷ µÞ¹Þħ µÇ¾úÀ¸¸ç ÀûÀýÇÑ ÀÇ°ß / Á¤º¸¸¦ Àü´ÞÇÑ´Ù. ÀüüÀûÀÎ Àü°³°¡ ´Ù¼Ò ºÎÁ·ÇÏ°í, ¼¶¼¼ÇÔ°ú ÀÚ¼¼ÇÔÀÌ °á¿©µÇ¾îÀÖ´Ù. ¶§·Î´Â ÀÇ°ß°£ÀÇ °ü°è°¡ ¹Ù·Î ÀÌÇصÇÁö
¾Ê´Â´Ù
ºñ·Ï, Á¦½ÃµÈ ÀÇ°ßÀÇ ¼ö¿Í Àü°³°¡ ºÎÁ·ÇÏÁö¸¸, ´ä¾ÈÀº °úÁ¦¿Í °ü·ÃÀÌ ÀÖ´Ù. ±âº»ÀûÀÎ ÀÇ°ßÀº ´ëü·Î ºÎÁ·ÇÑ ¼¶¼¼ÇÔ(µðÅ×ÀÏ°ú ±Ù°Å)À¸·Î Ç¥ÇöµÈ´Ù. ¶§¶§·Î
°ü·ÃµÈ ¼ÒÀçµéÀº ¸ðÈ£ÇÏ°Ô Ç¥ÇöµÇ°Å³ª ¹Ýº¹µÈ´Ù. »ý°¢µéÀÇ ¿¬°è°¡ ºÒ¸íÈ®ÇÏ´Ù.
°ü·Ã ³»¿ëÀÇ Ç¥ÇöÀÌ ºÎÁ·ÇÏ´Ù. ¾ÆÁÖ ±âº»ÀûÀÎ
ÀÇ°ßÇ¥Çö ÀÌ»óÀÇ ³»¿ëÀÌ ¾ø´Ù. ¹ßÇ¥ÀÚ´Â °úÁ¦¸¦ ³¡³¾ ¶§±îÁö ¹ßÇ¥¸¦ ÀÕÁö ¸øÇÏ°í, Á¦½Ã¾îÀÇ ¹Ýº¹¿¡ ½ÉÇÏ°Ô ÀÇÁöÇÑ´Ù.
Integrated Speaking
Rubric
General Description
The response fulfills the demands of the task, with at most minor lapses
in completeness. It is highly intelligible and exhibits sustained, coherent
discourse. A response at this level is characterized by all of the following:
The response addresses the task appropriately, but may fall short of
being fully developed. It is generally intelligible and coherent, with some
fluidity of expression of ideas. A response at this level is characterized by
at least two of the following:
The response is connected to the task, though it may be missing some
relevant information or contain inaccuracies. It contains some intelligible
speech, but at times problems with intelligibility and/or overall coherence may
obscure meaning. A response at this level is characterized by at least two of
the following:
The response is very limited in content of coherence or is only
minimally connected to the task. Speech may be largely unintelligible. A
response at this level is characterized by at least two of the following:
Delivery
Speech is generally clear, fluid, and sustained. It may include minor
lapses or minor difficulties with pronunciation or intonation. Pace may vary at
times as the speaker attempts to recall information. Overall intelligibility
remains high.
Speech is generally clear, with some fluidity of expression, but it
exhibits minor difficulties with pronunciation, intonation, or pacing and may
require some listener effort at times. Overall intelligibility remains good,
however.
Speech is clear at times, though it exhibits problems with
pronunciation, intonation, or pacing and so may require significant listener
effort. Speech may not be sustained at a consistent level throughout. Problems
with intelligibility may obscure meaning in places (but not throughout).
Consistent pronunciation and intonation problems cause considerable
listener effort and frequently obscure meaning. Delivery is choppy, fragmented,
or telegraphic. Speech contains frequent pauses and hesitations.
Language Use
The response demonstrates good control of basic and complex grammatical
structures that allow for coherent, efficient (automatic) expression of
relevant ideas. Contains generally effective word choice. Though some minor (or
systematic) errors or imprecise use may be noticeable, they do not require
listener effort (or obscure meaning).
The response demonstrates fairly automatic and effective use of grammar
and vocabulary, and fairly coherent expression of relevant ideas. Response may
exhibit some imprecise or inaccurate use of vocabulary or grammatical
structures or be somewhat limited in the range of structures used. Such
limitations do not seriously interfere with the communication of the message.
The response is limited in the range and control of vocabulary and
grammar demonstrated (some complex structures may be used, but typically
contain errors). This results in limited or vague expression of relevant ideas
and imprecise or inaccurate connections. Automaticity of expression may only be
evident at the phrasal level.
Range and control of grammar and vocabulary severely limit (or prevent)
expression of ideas and connections among ideas. Some very low-level responses
may rely on isolated words or short utterances to communicate ideas.
Topic Development
The response presents a clear progression of ideas and conveys the
relevant information required by the task. It includes appropriate detail,
though it may have minor errors or minor omissions.
The response is sustained and conveys relevant information required by
the task. However, it exhibits some incompleteness, inaccuracy, lack of
specificity with respect to content, or choppiness in the progression of ideas.
The response conveys some relevant information but is clearly incomplete
if it omits key ideas, makes vague reference to key ideas, or demonstrates
limited development of important information. An inaccurate response
demonstrates misunderstanding of key ideas from the stimulus. Typically, ideas
expressed may not be well connected or cohesive so that familiarity with the
stimulus is necessary to follow what is being discussed.
The response fails to provide much relevant content. Ideas that are
expressed are often inaccurate, limited to vague utterances, or repetitions
(including repetition of prompt).
ÅëÇÕÇü ¸»Çϱâ
Æò°¡ ±âÁØ
ÀϹÝÀûÀÎ ¼³¸í
¿Ï¼ºµµ¿¡ Áö±ØÈ÷ ¹Ì¹ÌÇÑ °áÇÔÀÌ ÀÖÁö¸¸, ´ä¾ÈÀÌ ¹®Á¦ÀÇ ¿ä±¸»çÇ×À» ÃæÁ·½ÃŲ´Ù. ¾ÆÁÖ ¸í·áÇϸç, ÀÏ°ü¼º ÀÖ°í ÇÑ°á °°Àº ȹýÀ» º¸¿©ÁØ´Ù. ÀÌ·± ¼öÁØÀÇ ´ä¾ÈÀº ´ÙÀ½ÀÇ Æ¯¼ºÀ» ¸ðµÎ Áö´Ñ´Ù:
´ä¾ÈÀº ¹®Á¦¿¡ ´äÇßÁö¸¸, ÁÖÁ¦ÀÇ Àü°³°¡ ºÎÁ·ÇÏ´Ù. ºñ·Ï
Àü´ÞÀÇ ¹®Á¦¿Í Àü¹ÝÀûÀÎ ³í¸®Àû °áÇÕ¿¡ ¹®Á¦°¡ À־, ÀÌÇØÇÒ ¸¸ÇÑ ¼öÁØÀÇ ´ä¾ÈÀ» Æ÷ÇÔÇÑ´Ù. °÷°÷¿¡¼ Àǹ̰¡ ¸í·áÇÏÁö ¾Ê´Ù. ÀÌ·± ¼öÁØÀÇ ´ä¾ÈÀº ´ÙÀ½ Áß Àû¾îµµ
µÎ °¡Áö Ư¼ºÀ» Áö´Ñ´Ù:
ºñ·Ï ¿¬°üµÈ Á¤º¸°¡ ºüÁ³°Å³ª Ʋ¸° °ÍÀÌ Æ÷ÇԵǾî À־ ´ä¾ÈÀº ¹®Á¦¿¡ ´äÇß´Ù. ³»¿ëÀ» ÀÌÇØÇÒ
¼ö´Â ÀÖÁö¸¸, ¶§¶§·Î ¸í·áÇÔ ¶Ç´Â ÀüüÀûÀÎ ÀÏ°ü¼ºÀÇ ¹®Á¦°¡ ÀǹÌÀÇ Àü´ÞÀ» ¸·´Â´Ù. ÀÌ·± ¼öÁØÀÇ ´ä¾ÈÀº ´ÙÀ½ Áß Àû¾îµµ µÎ °¡Áö Ư¼ºÀ» Áö´Ñ´Ù:
´ä¾ÈÀÌ ³»¿ëÀ̳ª ÀÏ°ü¼º ¸é¿¡¼ ¸Å¿ì ºÎÁ·Çϰųª, °úÁ¦¿Í °ÅÀÇ °ü°è¾ø°Å³ª, ´ëü·Î ÀÌÇØÇÒ ¼ö ¾ø´Â ¸»ÀÌ´Ù. ÀÌ·± ¼öÁØÀÇ ´ä¾ÈÀº ´ÙÀ½ Áß Àû¾îµµ
µÎ °¡Áö Ư¼ºÀ» Áö´Ñ´Ù:
Àü´Þ·Â
´ä¾ÈÀÌ ´ëü·Î ¾Ë¾Æµè±â ½±°í, À¯µ¿ÀûÀ̸ç ÀÏ°üÀûÀÌ´Ù. ¹ßÀ½À̳ª
¾ï¾ç »óÀÇ ÀÛÀº ½Ç¼ö³ª ¾î·Á¿òÀÌ ÀÖÀ» ¼ö ÀÖ´Ù. ¸»ÇÏ´Â ÀÌ°¡ Á¤º¸¸¦ »ó±âÇÏ·Á°í ½ÃµµÇϱ⠶§¹®¿¡ ¼Óµµ´Â
º¯ÇÒ ¼ö ÀÖ´Ù. ÀüüÀûÀ¸·Î ÀÌÇØÇϱ⠽±´Ù.
ºñ·Ï ¸íÈ®ÇÏÁö ¾ÊÀº ¹ßÀ½, ¼Åõ¸¥ ¾ï¾ç, ¶Ç´Â °í¸£Áö
¸øÇÑ ¼Óµµ ¶§¹®¿¡ µè´Â ÀÌÀÇ ³ë·ÂÀÌ ¿ä±¸µÇÁö¸¸, ´ä¾ÈÀº ±âº»ÀûÀ¸·Î ÀÌÇØ°¡ °¡´ÉÇÏ´Ù. (ÇÏÁö¸¸ ´ëü·Î ÀÌÇØÇϱâ´Â ½±´Ù.)
ºñ·Ï ºÒºÐ¸íÇÑ ¹ßÀ½, ¾î»öÇÑ ¾ï¾çÀ̳ª °í¸£Áö ¸øÇÑ ¼Óµµ ¶§¹®¿¡ µè´Â ÀÌÀÇ ³ë·ÂÀÌ ÇÊ¿äÇÏÁö¸¸ ¶§¶§·Î
¾Ë¾Æµè±â ½±´Ù. ¹ßÇ¥ÇÏ´Â µ¿¾È ÀÏ°üµÈ ¼öÁØÀ» À¯ÁöÇÏÁö ¸øÇÑ´Ù. ¸í·áÇÔÀÇ
¹®Á¦°¡ ±ºµ¥±ºµ¥ Àǹ̸¦ ¸ðÈ£ÇÏ°Ô ÇÑ´Ù. (ÇÏÁö¸¸ ³»³» ±×·± °Ç ¾Æ´Ï´Ù.)
°è¼ÓµÇ´Â ¹ßÀ½°ú ¾ï¾ç»óÀÇ ¹®Á¦µéÀÌ µè´Â ÀÌÀÇ »ó´çÇÑ ³ë·Â°ú ¾Ö¸ÅÇÑ Àǹ̸¦ ¾ß±â½ÃŲ´Ù. ³»¿ëÀÌ
°è¼ÓÇؼ ²÷¾îÁø´Ù. ¸ØÃã°ú ¸Á¼³ÀÓÀÌ Àæ´Ù.
¾ð¾îÀÇ »ç¿ë
´ä¾ÈÀº °ü·ÃµÈ ÀÇ°ßÀ» ÀÏ°üµÇ°í È¿°úÀûÀ¸·Î (ÀÚµ¿ÀûÀ¸·Î) Ç¥ÇöÇϵµ·Ï
ÇÏ´Â, ±âº»Àû ±¸Á¶¿Í º¹ÇÕÀû ±¸Á¶¿¡ ¸Â´Â ¹®Àå »ç¿ë´É·ÂÀ» º¸¿©ÁØ´Ù. ´ëü·Î
È¿°úÀûÀÎ ¾îÈÖ·ÂÀ» º¸¿©ÁØ´Ù. ¸î¸î ÀÚÀßÇÑ ½Ç¼ö°¡ ÀÖÁö¸¸, ±×°ÍÀÌ
µè´Â ÀÌÀÇ ³ë·Â(¶Ç´Â ¾Ö¸ÅÇÑ ¶æ)À» ¾ß±â½ÃÅ°Áö´Â ¾Ê´Â´Ù.
´ä¾ÈÀÌ ²Ï ÀÚµ¿ÀûÀÌ°í È¿°úÀûÀÎ ¹®¹ý°ú ¾îÈÖ·Â, ±×¸®°í °ü·ÃµÈ ÀÇ°ß°ú ÀÏÄ¡Çϴ ǥÇö·ÂÀ» º¸ÀδÙ. ´ä¾ÈÀÌ ºÎÁ¤È®ÇÑ ¾îÈÖÀÇ »ç¿ëÀ̳ª ¹®¹ý ±¸Á¶¸¦ º¸ÀÌ°í, ¹®Àå ±¸Á¶ÀÇ
È°¿ë ¹üÀ§°¡ Á¼´Ù. ±×·± ºÎÁ·ÇÔÀÌ ³»¿ëÀÇ ¼ÒÅëÀ» ½É°¢ÇÏ°Ô ¹æÇØÇÏÁö´Â ¾Ê´Â´Ù.
´ä¾ÈÀº ¹®¹ý°ú ¾îÈÖ¸¦ ´Ù·ç´Âµ¥ ¹Ì¼÷ÇÑ ´É·ÂÀ» º¸¿©ÁØ´Ù. (º¹ÀâÇÑ ¹®ÀåÀÌ Á» ¾²¿´Áö¸¸, º¸Åë ½Ç¼ö°¡ ÀÖ´Ù.) ÀÌ´Â °ü·ÃµÈ ÀÇ°ß¿¡ °üÇÑ ºÎÁ·ÇÏ°í ¾Ö¸ÅÇÑ Ç¥Çö°ú
ºÎÁ¤È®ÇÑ ¿¬°áÀ» ¾ß±â½ÃŲ´Ù. ÀÚµ¿ÀûÀΠǥÇöÀº ±¸Àý ¼öÁØ¿¡¼¸¸ ´«¿¡ ¶è´Ù.
¹®¹ý½Ç·Â°ú ¾îÈÖ·ÂÀÌ ÀÇ°ßÀÇ Ç¥Çö°ú ¿¬°áÀ» ½ÉÇÏ°Ô ¹æÇØÇÑ´Ù. ¾ÆÁÖ ³·Àº ¼öÁØÀÇ ´ä¾ÈÀº »ý°¢µéÀ»
Àü´ÞÇϴµ¥ ÀÖ¾î ²÷¾îÁø ´Ü¾îµé°ú ªÀº ¸»Åõ¿¡ ÀÇÁ¸ÇÑ´Ù.
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