Korean Listening Research Articles

한국어 초급 학습자의 한국어 듣기 불안 분석

한국어 초급 학습자의 한국어 듣기 불안 분석

토픽 모델링(Topic Modeling)을 활용한 한국어 듣기 교육 연구 동향 분석

The purpose of this study is to analyze the research trends of Korean listening educational research papers and to suggest the direction of Korean listening education research based on the results. This study analyzed 389 articles related to “Korean Listening Education” that can be searched by RISS and KCI using topic modelling. According to the analysis, the research on Korean listening education has steadily improved. In addition, the analysis of the frequency of keyword “Korean Listening Education” showed that this topic has been studied with keywords such as “listening strategy”, “evaluation”, “purpose”, “listening tasks”, and “textbook”. Results also confirmed that the research on Korean listening education has been conducted under the themes of “listening activities and textbooks for each learner variable”, “listening lectures for academic purposes”, “characteristics of Korean listening textbooks and tasks”, “Korean proficiency test listening questions and evaluation studies”, and “strategies in Korean listening classes”. On the basis of the results, it was confirmed that the research on Korean listening education so far was focused on “listening textbooks” and “listening strategies” and “evaluation of the Korean language proficiency test”, and it was suggested that more various studies should be conducted in the future. (Pusan National University·Ewha Womans University)

The Application of Wireless Sensor Technology of Internet of Things in Korean Language Teaching

The Internet of Things sensor technology network can be regarded as consisting of three parts: data acquisition network, data distribution network, and control management center. Sensor technology has the comprehensive processing ability to obtain various information signals, and the technology is integrated into the sensor equipment, so that the sensor technology is connected to form a sensor network with comprehensive information processing capability, which has been widely used in foreign language teaching in recent years. This paper analyzes the shortcomings of traditional Korean language teaching methods in the new situation in detail. It starts from the actual situation and focuses on stimulating students’ interest and proposes a Korean language teaching method based on the Internet of Things wireless sensor technology. This article focuses on analyzing the application of the wireless sensor technology of the Internet of Things in Korean language teaching and applies this method in practical teaching. It verifies the feasibility and effectiveness of the technology for Korean language teaching through the analysis and comparison of the collected data. In this paper, the experiment shows that the application of the wireless sensor technology of the Internet of Things to the Korean language teaching can improve the students’ grades by about 30%. This stimulates students’ interest in learning very well and is of great help to improve students’ learning ability, oral communication ability, and Korean thinking ability, which stimulates students’ interest in learning and improves students’ Korean listening, speaking, reading, writing, and comprehensive learning abilities.

A study on Korean listening class using jigsaw -Based on international undergraduates

The purpose of this study was to investigate the effect of the jigsaw task on the improvement of Korean listening ability and affective attitude in the Korean listening class for foreign students. First, it was confirmed that the listening ability improved as the jigsaw task progressed repeatedly. Second, as a result of a survey on learners affective attitudes and responses, learners showed a very positive response to the jigsaw task when comparing before and after the class. The perception of Korean listening itself changed positively after class, and the confidence in Korean listening, class participation, and preference for listening class such as jigsaw task increased significantly. In addition, more than half of the respondents said that the jigsaw task directly helped improve concentration and listening skills. The preference for the listening class through the jigsaw task as a cooperative learning and speaking integration was also high, suggesting that the jigsaw task is positive in the learner evaluation in the listening class. Thereafter, follow-up studies on the number of jigsaw tasks, input level, and selection of listening materials to apply the jigsaw task to the undergraduate listening class should be continued.

Research on the Effectiveness of the Content and Language of Integrated Learning-based Korean Listening Classes

외국인 유학생 11만 시대를 맞이하고 있다. 국내 대학이나 대학원으로 진학하는 유학생들이증가하면서 학문 목적 한국어 듣기에 대한 관심도 높아지고 있다. 이에 본 연구는 대학에 입학한유학생을 대상으로 CLIL을 적용한 학문 목적 한국어 듣기 수업을 진행하고 중급과 고급 학습자에게 효과에 대한 인식을 조사하여, 한국어 능력에 격차가 있는 현 학문 목적 한국어 교실에 반영하고자 하는 목적에서 실시되었다. 본 연구에서는 학습자 인식의 변화 요인으로 한국어 토픽 능력을중급과 고급으로 설정하여, CLIL의 4Cs 중 하나인 ‘언어(Communication)’ 영역을 중심으로 학습내용, 학습기술, 학습역량에 대해 중급과 고급 집단이 효과적으로 인식하는 내용 및 그 차이에대해 분석하였다. 분석 결과 CLIL은 선행 연구와 마찬가지로 중급과 고급 학습자 모두에게 적용될수 있는 효과적인 교수법으로 나타났다. CLIL 교수법을 적용하기 전과 후의 학습 효과에 대한인식의 폭이 크게 상승했는데, 수업을 받은 후 중급과 고급 집단은 모두 모든 영역에서 평균 점수가 올랐으며, 특히 중급에서 고급보다 높은 평균값을 보였다. 또 학문 목적 듣기에서 가장 중요한기능인 ‘노트 필기’에 대해 보자면 중급과 고급 모두 가장 크게 학습 효과를 인식하고, ‘설명하기’ 에서 중급과 고급 모두 학습 효과의 상승 폭이 가장 크게 나타났다. 그리고 중급 집단에서 ‘시험답안 쓰기’를 제외하고 모든 영역에서 고급 집단보다 효과 인식의 상승 폭이 뚜렷하게 나타났다. 이를 통해 CLIL은 한국어 실력에 격차를 보이는 학습자가 존재하는 학문 목적 한국어 교실에서중급과 고급 학습자 모두에게 학업 역량의 향상을 가져올 수 있는 교수법으로 활용될 수 있음을시사하였다

의사소통 능력 향상을 위한 상호작용 활동 중심 한국어 듣기 교수 모형 설계

의사소통 능력 향상을 위한 상호작용 활동 중심 한국어 듣기 교수 모형 설계

An Analysis of Korean Listening Textbooks Published in China

An Analysis of Korean Listening Textbooks Published in China

Studying Jigsaw Activities in Korean Listening Classes

This study aimed to investigate the role of jigsaw activities on improving Korean listening skills and affective attitudes in the listening classes for non-native students. The fifth term of jigsaw activity was conducted on 32 learners, and the following could be inferred based on the evaluation and questionnaire survey of learners. First, it was confirmed that learners’ listening skills improved as the jigsaw activities progressed. While the improvement was high for upper-level learners, it was low for lower-level learners. Second, the analysis of the questionnaire survey on learners affective attitudes and responses showed that the learners responded positively to cooperative learning through jigsaw activities. In addition, they felt interested in the listening classes and that it increased their academic confidence. Based on the above inferences, this study concludes the following. First, jigsaw activities help in improving listening skills for upper-level learners. Second, jigsaw activities have a positive effect on learners’ self-confidence, interest, and motivation, regardless of achievement. Third, to realize the maximum effect of cooperative learning when participating in jigsaw activities in class, it is necessary to consider the achievements of individual learners and adjust the input level of jigsaw activities.

Basic Research for Development of Korean Listening and Speaking Evaluation Tool for Multi-cultural Families Children

Basic Research for Development of Korean Listening and Speaking Evaluation Tool for Multi-cultural Families Children

한국어 듣기 교육 연구사 검토

한국어 듣기 교육 연구사 검토

한국어 듣기와 읽기 평가 세부 정보 파악하기 문항의 선택지 제시 방법 연구

This study examines how the method used to provide answer options for multiple choice questions in listening and reading tests of the Korean language affects test results by focusing on the questions that involve understanding specific information. In this study, 160 foreign undergraduate students took Korean listening and reading tests. For the evaluation, ten multiple choice questions that involved understanding specific information were selected from each of the listening and reading examinations of the intermediate-level Test of Proficiency in Korean. The answer options were provided in two different ways: the first was according to the length of each sentence, and the second was according to the order in which information was provided. The results showed that the listening test was more strongly impacted than the reading test by the composition of the answer options. In the case of the listening test, in particular, results were better when the answer options were listed in the same order as the information was provided in the passage than when listing the options according to the length of each sentence. Advanced learners’ results did not vary for the reading test, regardless of the way the multiple answer options were provided. However, the listening test showed different results depending on how the answer options were listed. Intermediate learners showed different test results depending on the listing method of the answer options in both listening and reading tests, but the difference was more prominent in the former. Based on the results above, this study suggests that listing the multiple answer options according to the order in which the information was provided to the participant in the passage is more effective for measuring the learners’ own ability to understand Korean.

초급 학습자를 위한 한국어 이해 교재 개발의 실제 - ‘새 연세한국어 듣기와 읽기 2’를 중심으로

초급 학습자를 위한 한국어 이해 교재 개발의 실제 - ‘새 연세한국어 듣기와 읽기 2’를 중심으로

The Effects of Recognizing Listeners’ Role in Korean Listening Comprehension

The Effects of Recognizing Listeners’ Role in Korean Listening Comprehension

A Study of the Perceptions, Needs and Satisfaction of International Students in Academic Korean Listening

외국인 유학생 10만 명 시대를 맞이하고 있다. 국내 대학이나 대학원으로 진학하는 유학생이 증가하면서, 학문 목적 한국어에 대한 연구들이 증가하고 있지만, 듣기 교육에 대한 논의는 필요성이나 중요성에 비해 연구가 부족한 현실이다. 이에 본 연구는 대학에 입학한 유학생을 대상으로 듣기 교육에 대한 이해와 요구, 인식 등을 조사하여, 이를 교육 과정에 반영하고자 하는 목적에서 실시되었다. 본 연구 에서는 학습자 인식의 변화 요인으로, 한국어를 교육받은 기간, 한국어 능력, 대학 등록 학기, 대학에서 한국어를 교육 받은 경험, 전공 등을 설정하였다. 분석 결과, 학문 목적 한국어 듣기 교육은 학습자들이 일반 듣기와 대학 강의 듣기의 담화 구 조의 차이를 인식할수록, 그리고 대학 강의 경험이 높을수록 더 그 효과에 대한 기대가 높고, 학습 전략에 대해서도 인식하고 있다고 볼 수 있었다. 이는 대학 한국어 듣기 교육과정을 개설하고 운영할 때, 실제 강의자료, 그리고 학습자의 전공과 관련된 자료를 통해, 다양한 전략을 구사할 수 있는 교육으로 이어질 필요성을 시사하였다.With a steady increase in the number of international students attending Korean universities, various studies have emerged to address these students’ approach to academic Korean. Most of the studies have focused extensively on reading and writing, with few looking beyond to what is required in regards to academic listening. The ability to listen to lectures has a decisive effect on learning and academic achievement in universities. However, a large number of international students tend to perceive listening as the easiest of the language skills, because they do not distinguish between general listening and lecture listening. Due to the difficulties in lecture listening, directly associated with understanding lecture contents, many students tend to fall behind early in the semester and resort to dropping courses and fail to graduate. The purpose of this article is to assess the perceptions and needs of first year international students in terms of academic listening. The perceptions and needs of the students to lecture satisfaction. We strived to assess factors associated with competency in academic listening in order to build a curriculum for effective lecture listening for academic purposes.

The Correlation among Korean Listening Comprehension Ability, Listening Self-efficacy, Listening Strategy, Listening Comprehension Anxiety, and Listening Exposure Time for Thai Korean Learners

The purpose of this study is to explore the effects of listening comprehension ability, self-efficacy, comprehension anxiety, and exposure time on Korean language understanding. In order to achieve our goal, listening examinations and surveys were conducted among 95 students from a university in Thailand, studying Korean language. As a result, it was revealed that the most influential factor on one`s listening ability was self-efficacy. In addition, when the correlation between listening self-efficacy and other factors was examined, it was shown that there existed a statistically significant relationship. Particularly, listening comprehension anxiety had the most significant correlation with listening self-efficacy. Similarly, cognitive strategy demonstrated a significant correlation with listening self-efficacy. On the other hand, the effects of self-efficacy and other factors on listening scores such as the degree and types of strategy that students used were also studied. The findings revealed that, in most cases, strategy-intensive group`s test results were influenced more by exposure time, while the less intensive group`s scores were influenced more by their self-efficacy. Finally, after analyzing the effects of time spent on conversing with friends and watching Korean television on listening self-efficacy, it was discovered that both factors had statistically significant relationships with listening self-efficacy. Through this study, such results can be integrated and applied to education in various ways. The most important part for listening comprehension ability is enhancing self-efficacy and in order to do so, the appropriate education methods should be used to reduce listening comprehension anxiety, stimulate strategy use, and increase listening exposure time. (Ewha Womans University)

Through pedagogical cycle approach a study on the improvement of Korean listening ability

This research investigated the effects of a metacognitive, process-based approach to teaching Korean listening over a semester. Participants (n = 80) came from 3 classroom of Korean Academic Purpose. The experimental group (n = 35) listened to texts using a methodology that led learners by the metacognitive processes (prediction/planning, monitoring, evaluating, and problem solving) underlying successful Korean listening. The control group (n = 30), taught by the same teacher, listened to the same texts the same number of times but without any guided attention to process. Development of metacognition about Korean listening, tracked using the Metacognitive Awareness Listening Questionnaire (MALQ), was measured at the beginning, middle, and end points of the study. As hypothesized, the experimental group significantly outperformed the control group on the final comprehension measure, after we controlled for initial differences. The hypothesis that the less skilled listeners in the experimental group would make more gains than their more skilled peers was also verified.

Chi-Square Automatic Interaction Detection Modeling for Predicting Depression in Multicultural Female Students

This study developed a depression prediction model for female students from multicultural families by using a decision tree model based on Chi-squared automatic interaction detection (CHAID) algorithm. Subjects of the study were 9,024 female students between 12 and 15 years old among the children of surveyed marriage immigrants. Outcome variables were classified as presence of depression. Explanatory variables included sex, residing area, experience of career counseling, experience of social discrimination, experience of Korean language education, experience of using a multicultural family support center, Korean reading, Korean speaking, Korean writing, Korean listening, Korean society adjustment education experience, needs of Korean society adjustment education, needs of Korean language education, and rejoined entry. In the CHAID algorithm analysis, female students from multicultural families who experienced social discrimination within the past one year and had ordinary Korean speaking skill posed the highest risk of depression. It is necessary to pay social level interests to the mental health of adolescents from multicultural families for achieving successful social integration based on the results of this study.

Study on the Common Nouns in Quasi - oral Korean and the Situational Dialogue of Listening Textbooks from the Aspect of Quantitative Linguistic - Focus on Korean Listening Textbooks published in China -

Study on the Common Nouns in Quasi - oral Korean and the Situational Dialogue of Listening Textbooks from the Aspect of Quantitative Linguistic - Focus on Korean Listening Textbooks published in China -

The Research of Korean Listening Textbooks' Organizing Dialogues in China from Computational Linguistics Perspective - focuses on the Determiner -

The Research of Korean Listening Textbooks' Organizing Dialogues in China from Computational Linguistics Perspective - focuses on the Determiner -

A study on the method of improving skills for academic Korean listening - Focus on using YouTube to improve skill in listening to lectures -

본 논문은 다양한 장점을 두루 가진 유튜브라는 매체가 교육 자료로서 덜 주목받아 왔음을 인식하고, 다양한 교육 도구 중 하나로서 유튜브가 가지고 있는 전문성과 다양성 그리고 실제성이라는 장점을 취하되 학생 개개인의 전공 영역과 학습자의 한국어 수준에 부합하는 내용을 가진 적절한 내용을 선택하는 기준을 찾아보고자 하는 것이 일차적 목적이다. 나아가 선택한 유튜브 자료를 통한 강의의 실제 예를 통하여 구체적인 활용 방안도 모색하여 보기로 한다.BR 대학 학업에 필요한 학업 활동에는 세미나, 과제, 토론, 발표 등 다양하지만, 대부분의 수업이 교수자의 일방향식 강의를 중심으로 이루어짐을 고려할 때 강의 듣기는 학업 성취 및 수행에 직접적인 영향을 미치는 가장 중요한 기능이라고 할 수 있다. 특히 강의는 일반 구어에 비하여 길고, ‘성별, 발화 속도, 휴지, 강세, 억양, 방언, 발화 스타일’ 등 발화자 특성에 따라 강의 듣기의 난이도가 달라질 수 있다. 무엇보다도 강의 담화에는 해당 분야와 관련된 전문 어휘가 다량 포함되어 있어, 관련 정보가 부족할 경우 듣기는 더욱 어려워진다. 그러므로 강의 듣기에 대비한 유학생을 위한 맞춤 수업은 반드시 필요한 것이라 하겠다.BR 본고에서의 논의는 다음과 같이 진행한다. 먼저 2장에서는 듣기 수업의 본질을 기억하여 강의 듣기 능력이 갖추어야 할 요소를 확인한다. 그를 바탕으로 듣기 수업 자료가 갖추어야 할 요건을 살펴, 유튜브 자료가 가지고 있는 장점과 가치도 확인하기로 한다. 3장에서는 강의 듣기 자료로서의 유튜브 자료를 선정하는 기준과 그의 활용 방안을 살펴보고, 실제 활용 예를 제시하여 본고에서의 논의의 결과가 교육 현장에서 보다 실질적인 활용될 수 있는 가능성을 제시하기로 한다.