짧은 조사와 발표Short Research and Presentation
Chapter Objectives
By the end of this chapter, you will be able to:
- Gather information on a familiar topic from two or three short Korean sources and organize it for a presentation.
- Attribute information to its source clearly, using -에 따르면 and -다고 하다 as reviewed in Chapters 6, 13, and 17.
- Structure a short spoken presentation using an opening, a body organized by point, and a closing.
- Use presentation-structuring expressions such as 먼저, 다음으로, and 마지막으로 to guide a listener through a multi-part talk.
- Introduce a presentation and invite questions using fixed presentation-opening and question-inviting frames.
- Answer an audience question directly, acknowledge it politely, and, when needed, admit that you do not know the answer.
This chapter introduces no major new grammar system. It consolidates source attribution (Chapter 13), indirect quotation (Chapters 4, 6–15, 17), and formal register control, and applies them to a new communicative task: researching, organizing, and presenting a short topic. Two presentation-management expressions — 발표를 시작하겠습니다 and 질문 있으시면 말씀해 주세요 — are introduced as fixed formulaic frames rather than new grammatical systems.
Opening Scenario
지영, 민준, 라일라, and 수아's Korean class is preparing short five-minute presentations on a topic of their choice, based on two or three short readings the instructor has provided. The instructor explains that a good presentation does not simply repeat the sources word for word — it selects the most useful information, attributes it clearly, organizes it so a listener can follow it without seeing the sources, and leaves room for questions afterward. 라일라 chooses to present on part-time work among Korean university students, drawing on a short news item and a survey summary. She practices opening her talk, walking through her points in order, and preparing for a question she is not sure she can answer.
- You will learn how to select and organize information from short sources for a spoken presentation.
- You will practice attributing information to sources clearly while presenting.
- You will structure an opening, body, and closing, and handle audience questions.
Core Vocabulary
The following items are productive for this chapter. They support researching a topic, organizing a talk, and managing a presentation, and build directly on vocabulary from Chapters 6, 13, and 17.
| Korean | Meaning | Category / Pattern |
|---|---|---|
| 조사하다 | to investigate, to research | action verb |
| 조사 결과 | research findings, survey results | noun phrase |
| 자료 | material, data, source | noun |
| 참고 자료 | reference material | noun phrase |
| 발표하다 | to present, to give a presentation | action verb |
| 발표 자료 | presentation materials | noun phrase |
| 목차 | table of contents, outline | noun |
| 요약하다 | to summarize | action verb; review, Ch. 4 |
| 인용하다 | to cite, to quote | action verb |
| 출처 | source (of information) | noun |
| 질문을 받다 | to receive/take a question | verb phrase |
| 질의응답 | question and answer (session) | noun |
| 결론적으로 | in conclusion | adverb; discourse frame |
| 발표를 준비하다 | to prepare a presentation | verb phrase |
| 청중 | audience | noun |
Receptive Vocabulary — Presentation Format
The following items are receptive. Learners recognize them when discussing presentation format and slides; they are not assessed as an independent productive set.
| Korean | Meaning | Status |
|---|---|---|
| 슬라이드 | slide (presentation) | receptive, loanword |
| 참고문헌 | bibliography, works cited | receptive, formal/academic term |
| 각주 | footnote | receptive, formal/academic term |
These terms support recognition of formal document and presentation conventions. They are not assessed productively in this chapter.
Pronunciation Focus
Presenters typically slow down slightly at transition words such as 먼저, 다음으로, and 마지막으로, giving each one a short pause before and after. This is not a new sound-change rule; it is a pacing strategy, like the paraphrase-marking rhythm introduced in Chapter 17, that helps a listener track the structure of a talk without visual slides.
Practice reading the model dialogue below aloud, pausing briefly before each structuring word and keeping your pace slower and more even than in casual conversation.
Grammar and Sentence Patterns
This chapter introduces no new grammar system. It reviews indirect quotation and source attribution already active since Chapters 4, 6, 13, and 17, and adds a small set of fixed presentation-management expressions used to open a talk, guide the listener through its structure, and invite and answer questions.
1. Review — Attributing Information to a Source (Ch. 6, Ch. 13, Ch. 17)
When presenting research, attribute each piece of information to where it came from, rather than stating it as your own claim. Continue to use -에 따르면 ("according to") and -다고 하다 ("it is said that / [source] says that") exactly as in Chapters 6, 13, and 17.
- 이 기사에 따르면, 대학생의 절반 정도가 아르바이트를 하고 있습니다.According to this article, about half of university students are working part-time jobs.
- 조사 결과에 따르면, 학생들은 주로 생활비 때문에 아르바이트를 한다고 합니다.According to the survey results, it is said that students mainly work part-time because of living expenses.
Do not present information from a source as if it were your own personal opinion. Clear attribution is expected in academic and professional Korean presentations, just as it is in formal writing.
2. Structuring a Talk: 먼저 / 다음으로 / 마지막으로 / 결론적으로
먼저 ("first"), 다음으로 ("next"), 마지막으로 ("lastly"), and 결론적으로 ("in conclusion") organize a multi-part talk so a listener can follow its structure without seeing an outline. These build on connectors already active in this volume and are applied here specifically to presentation structure.
- 먼저, 아르바이트를 하는 이유에 대해 말씀드리겠습니다.First, I will talk about the reasons students work part-time.
- 다음으로, 아르바이트가 학업에 미치는 영향을 살펴보겠습니다.Next, I will look at the effect part-time work has on academics.
- 마지막으로, 이 조사에서 나온 몇 가지 제안을 소개하겠습니다.Lastly, I will introduce a few suggestions that came out of this research.
- 결론적으로, 아르바이트는 학생들에게 도움이 되기도 하고 부담이 되기도 합니다.In conclusion, part-time work is both helpful and burdensome for students.
3. Presentation-Management Frames: Opening and Inviting Questions
발표를 시작하겠습니다 ("I will now begin my presentation") and 질문 있으시면 말씀해 주세요 ("please let me know if you have a question") are fixed formal expressions used to open a talk and invite audience participation. These are formulaic frames, not a new grammatical system — they use the deferential and requestive endings already active in this volume.
- 안녕하세요. 지금부터 발표를 시작하겠습니다.Hello. I will now begin my presentation.
- 발표 중간에 질문 있으시면 언제든지 말씀해 주세요.If you have a question during the presentation, please feel free to ask at any time.
- 이상으로 발표를 마치겠습니다. 질문 있으시면 받겠습니다.That concludes my presentation. I will now take questions.
4. Answering a Question — Acknowledging, Responding, and Admitting Uncertainty
When a listener asks a question, acknowledge it politely before answering, and, if you are unsure, say so honestly rather than guessing without signaling uncertainty. Use the supposition and hedging language already active from earlier chapters.
- 좋은 질문입니다. 제가 조사한 자료에 따르면...That's a good question. According to the material I researched...
- 죄송하지만 그 부분은 제가 정확히 조사하지 못했습니다.I'm sorry, but I wasn't able to research that part precisely.
[발표를 시작하겠습니다] → [먼저 ... / 다음으로 ... / 마지막으로 ..., each point attributed with -에 따르면 / -다고 하다] → [결론적으로 + summary] → [질문 있으시면 말씀해 주세요] → [acknowledge and answer, or admit uncertainty]
Use this five-step frame for any short research presentation in this course. Do not skip the closing question invitation, even for a very short talk — it signals that the presentation is genuinely open to audience interaction.
| Marker / Expression | Function | Status |
|---|---|---|
| -에 따르면 | attributes information to a source | review, Ch. 13 |
| -다고 하다 | reports what a source says | review, Ch. 4 / Ch. 6–17 |
| 먼저 / 다음으로 / 마지막으로 | sequences the parts of a talk | review, applied to presentation structure |
| 결론적으로 | signals a concluding summary | new vocabulary, introduced |
| 발표를 시작하겠습니다 | opens a formal presentation | new expression, introduced |
| 질문 있으시면 말씀해 주세요 | invites audience questions | new expression, introduced |
Practice — Organizing and attributing
- Combine the source and the claim using -에 따르면: 조사 결과 / 학생들이 방학에도 아르바이트를 한다.
- Order these three points using 먼저, 다음으로, and 마지막으로: 이유 설명하기 / 제안하기 / 영향 설명하기.
- Write a polite response to a question you cannot fully answer, using 죄송하지만.
Model Dialogue
라일라 presents her short research topic to the class and takes a question afterward.
Context: classroom presentation followed by a brief question-and-answer exchange. Formal presentation register throughout, addressed to the whole class.
내용 이해 — Comprehension questions:
- What are the three main points 라일라 covers in her presentation, in order?
- Which source-attribution expressions does she use, and which claims do they support?
- How does 라일라 respond when she cannot fully answer 민준's question?
- What structuring expressions does 라일라 use to move between points?
Guided Practice
- Read a short Korean text your instructor provides and identify two or three main points you could present.
- Write one sentence for each point using -에 따르면 or -다고 하다 to attribute it to the source.
- Arrange your points using 먼저, 다음으로, and 마지막으로.
- Practice opening and closing your talk aloud using 발표를 시작하겠습니다 and 질문 있으시면 말씀해 주세요.
Listening Practice
Ask your instructor, a language partner, or a text-to-speech tool to read the following passage aloud at a measured pace. Listen twice without reading, then complete the tasks below.
교내 라디오: 좋은 발표를 만드는 방법
좋은 발표를 하려면 먼저 자료를 잘 조사하고, 그 내용을 자신의 말로 정리할 수 있어야 합니다. 자료를 그대로 읽는 것은 좋은 발표가 아닙니다. 발표자는 청중이 이해하기 쉽게 내용을 순서대로 정리해야 합니다. 예를 들어, 먼저 주제를 소개하고, 다음으로 조사한 내용을 설명하고, 마지막으로 결론과 제안을 이야기하는 것이 일반적입니다. 또한 정보를 어디에서 가져왔는지 정확히 밝히는 것도 중요합니다. 발표가 끝난 후에는 질의응답 시간을 갖는 것이 좋습니다. 청중의 질문에 답할 수 없을 때는, 모른다고 솔직하게 말하고 나중에 확인해서 알려 주겠다고 말하는 것이 좋은 태도입니다.
듣기 과제 — Listening task: Listen and answer in English.
| 질문 | 답 |
|---|---|
| According to the segment, what should a presenter do with source material rather than simply reading it aloud? | ______ |
| What three-part order does the segment describe for organizing a presentation? | ______ |
| Why does the segment say it is important to state where information came from? | ______ |
| What does the segment recommend doing when a presenter cannot answer a question? | ______ |
Reading Practice
Read 민준's outline notes, written to prepare his own short presentation, then answer the questions that follow.
민준의 발표 준비 노트: 대학 근처 자전거 이용
저는 이번 발표에서 대학 근처 자전거 이용에 대해 이야기하려고 합니다. 먼저 학교 신문 기사에 따르면, 최근 3년 동안 학생들의 자전거 이용이 크게 늘었다고 합니다. 다음으로, 학생회 설문 조사 결과에 따르면, 학생들은 자전거 도로가 부족하다는 점을 가장 큰 문제로 꼽았다고 합니다. 마지막으로, 저는 이 조사 결과를 바탕으로 학교 근처에 자전거 도로를 더 만들어야 한다고 제안하고 싶습니다. 발표를 준비하면서, 저는 두 자료의 조사 대상이 서로 다르다는 점을 발견했습니다. 그래서 발표할 때 이 점을 청중에게 솔직하게 밝히려고 합니다.
내용 이해 — Comprehension questions:
- What is 민준's presentation topic?
- What two sources does he use, and what does each one report?
- What suggestion does he plan to make based on the research?
- What limitation does he notice in his own sources, and how does he plan to handle it?
Writing Workshop
This chapter's writing task asks you to write a short presentation outline and script, following the pattern practiced in 민준's notes above.
- Choose a topic and two sources. Use two or three short texts, real or provided by your instructor, on a single familiar topic.
- Identify your main points. Select two or three points worth presenting, and note which source supports each one.
- Write your opening. Use 발표를 시작하겠습니다 to introduce your topic.
- Organize the body. Present each point using 먼저, 다음으로, and 마지막으로, attributing each with -에 따르면 or -다고 하다.
- Write your closing. Summarize with 결론적으로 and invite questions with 질문 있으시면 말씀해 주세요.
- Revise. Check your draft against the checklist below.
체크리스트 — Editing checklist:
- Each main point is clearly attributed to its source using -에 따르면 or -다고 하다.
- The talk is organized using 먼저, 다음으로, and 마지막으로.
- The opening and closing use the presentation-management frames introduced in this chapter.
- Register is consistently formal throughout.
- Only Hangeul is used; no romanization appears.
- Spacing and particles are accurate throughout.
- No grammar or vocabulary beyond Volume III, Chapters 1–18, appears productively.
Speaking Practice
통제 연습 — Controlled practice: 발표 틀 연습하기
Practice saying the opening and closing frames aloud five times each, until 발표를 시작하겠습니다 and 질문 있으시면 말씀해 주세요 feel automatic.
의사소통 과제 — Communicative task: 짧은 발표하기
Deliver your written presentation script to a partner or small group. After finishing, invite and answer at least one question, using the acknowledgment and uncertainty language from this chapter if needed.
혼자 하는 연습 — Solo alternative
Record yourself delivering your presentation from start to finish, including the opening and closing frames, then listen back and note one place where your pacing at a structuring word could be clearer.
Culture and Communication
In Korean academic and workplace settings, a short presentation commonly opens and closes with clear formulaic markers, similar to 발표를 시작하겠습니다 and 이상으로 발표를 마치겠습니다. These markers signal the boundaries of the formal talk clearly to the audience and are widely expected in classroom, academic, and professional presentations.
Admitting that a question cannot be fully answered, and offering to follow up, is generally viewed as more credible than guessing. Presenters commonly use hedged, honest language such as 정확히 조사하지 못했습니다 rather than presenting an unsupported guess as established fact.
The exact phrasing of presentation openings, closings, and question-and-answer transitions can vary somewhat by institution, workplace, and generation. The frames in this chapter represent a common, broadly usable formal standard; some settings may use shorter or longer variants.
Common Mistakes to Avoid
Error: 학생들은 아르바이트 때문에 성적이 나빠져요. stated as a flat personal claim, with no indication that the information comes from a source.
Correction: 조사 결과에 따르면, 아르바이트 시간이 많으면 성적이 나빠질 수 있다고 합니다. ("According to the survey results, it is said that grades can worsen when part-time work hours are high.")
Error: Moving directly from one point to the next with no transition, so the listener cannot tell where one point ends and the next begins.
Correction: 다음으로, 두 번째 문제에 대해 말씀드리겠습니다. ("Next, I will discuss the second issue.") — a clear structuring expression before the new point.
Error: Answering an unfamiliar question with an invented or unsupported guess stated as if it were fact.
Correction: 죄송하지만 그 부분은 정확히 조사하지 못했습니다. 확인 후에 알려 드리겠습니다. ("I'm sorry, but I wasn't able to research that part precisely. I'll let you know after I check.")
Chapter Review
Section A — 어휘 (Vocabulary)
1. Give the meaning of 조사하다, 인용하다, and 출처, and use each in an original sentence.
2. Explain the difference between 발표 자료 and 참고 자료.
Section B — 문법 (Grammar)
1. Write one sentence attributing information to a source using -에 따르면.
2. Order three presentation points using 먼저, 다음으로, and 마지막으로.
Section C — 독해 이해 (Reading Comprehension)
1. Summarize 민준's preparation notes in three English sentences, naming his topic, his sources, and his suggestion.
Section D — 쓰기 (Writing)
1. Write your own complete presentation script following the Writing Workshop steps and checklist.
Section E — 말하기 (Speaking)
1. Deliver your presentation to a partner or group and take at least one question, following the Speaking Practice guidance above.
누적 복습 — Cumulative review
This chapter recycles source attribution from Chapter 13, indirect quotation from Chapters 4, 6–15, and 17, and formal register control from across the volume, applying them to a new domain: short research and presentation. It introduces the connector 결론적으로 and two presentation-management frames, 발표를 시작하겠습니다 and 질문 있으시면 말씀해 주세요, without introducing a new grammatical system, and builds on Chapter 17's work with mediating and explaining meaning clearly.
Practical Performance Task
수행 과제 — Chapter Performance Task
짧은 발표하기 — Delivering a Short Research Presentation
You will research a familiar topic using two or three short sources, organize your findings, and deliver a short presentation with a question-and-answer segment.
- Reading: Read 민준's preparation notes and identify his topic, sources, and suggestion.
- Written outline and script: Write a presentation script with an opening, two or three attributed points organized with structuring expressions, and a closing.
- Spoken presentation: Deliver your presentation aloud to a partner, group, or recording.
- Question and answer: Take at least one question and respond, acknowledging it politely and admitting uncertainty if needed.
- Reflection: Write one to two English sentences on why source attribution matters in a presentation.
| Criterion | What is evaluated |
|---|---|
| Reading comprehension | 민준's topic, sources, and suggestion are correctly identified |
| Source integration | Information from sources is selected and organized appropriately |
| Source attribution | -에 따르면 and -다고 하다 are used correctly to attribute information |
| Presentation structure | The talk uses a clear opening, body organized with 먼저/다음으로/마지막으로, and a closing |
| Presentation-management frames | 발표를 시작하겠습니다 and 질문 있으시면 말씀해 주세요 are used appropriately |
| Question and answer | At least one question is acknowledged and answered, or uncertainty is admitted honestly |
| Register discipline | Formal presentation register is maintained throughout |
| Hangeul and spacing accuracy | Accurate spelling and level-appropriate spacing throughout, no romanization |
| Scope discipline | No structures used productively beyond Volume III, Chapters 1–18 |
Answer Key
Model Dialogue — Comprehension
- 라일라 covers, in order: (1) why students work part-time, (2) the effect of part-time work on academics, and (3) a suggestion from the research.
- She uses -에 따르면 and -다고 하다 to attribute the 60-percent figure to an article, the negative-grades finding to survey results, and the 15-hour recommendation to experts.
- 라일라 acknowledges the question as good, apologizes that the article did not specify the answer, admits she could not research it precisely, and offers to check and follow up.
- She uses 먼저, 다음으로, and 마지막으로 to move between her three points, and 결론적으로 to introduce her summary.
Listening comprehension
- The segment says a presenter should organize source material in their own words rather than reading it aloud directly.
- It describes introducing the topic first, then explaining researched content, then presenting a conclusion and suggestions.
- It says stating where information came from is important, though it does not elaborate the reason beyond this.
- It recommends honestly saying you do not know and offering to check and follow up later.
Reading comprehension
- 민준's topic is bicycle use near the university.
- He uses a school newspaper article, which reports increased bicycle use over three years, and a student council survey, which reports a lack of bike lanes as the biggest concern.
- He plans to suggest that more bike lanes be built near the school.
- He notices that the two sources surveyed different groups of people, and plans to disclose this honestly to the audience.
Chapter Review — Section B
1. Sample answer: 조사 결과에 따르면, 학생들은 도서관이 너무 좁다고 생각한다고 합니다.
2. Sample answer: 먼저 도서관 이용 현황을 말씀드리겠습니다. 다음으로 학생들의 의견을 소개하겠습니다. 마지막으로 제안을 말씀드리겠습니다.
Section D — Sample response
안녕하세요. 지금부터 교내 카페 이용에 대한 발표를 시작하겠습니다. 먼저, 학교 신문 기사에 따르면, 학생들의 카페 이용이 작년보다 늘었다고 합니다. 다음으로, 설문 조사 결과에 따르면, 학생들은 카페가 너무 붐빈다는 점을 가장 큰 불만으로 꼽았다고 합니다. 마지막으로, 저는 이 조사 결과를 바탕으로 카페 좌석을 늘려야 한다고 제안하고 싶습니다. 결론적으로, 카페 이용은 늘었지만 시설은 그만큼 늘지 않았다고 할 수 있습니다. 이상으로 발표를 마치겠습니다. 질문 있으시면 말씀해 주세요.
Check that: the script includes the opening frame, at least two attributed points organized with structuring expressions, a 결론적으로 summary, and the closing question-inviting frame.
Looking Ahead
지금 할 수 있는 것 — What you can do now
You can research a familiar topic from short sources, attribute information clearly, structure a short presentation with a formal opening, organized body, and closing, and handle audience questions honestly. This continues Unit IV, 고급 표현과 프로젝트 (Advanced Expression and Projects), and prepares you for Chapter 19, where you will revise and edit your own written and spoken Korean for cohesion, accuracy, and style.