외국인 유학생의 한국어 강의 듣기 전략 사용 양상 연구 (Strategies to Enhance Korean Lecture-Listening for Foreign Students)

서지정보

· 발행기관 : 국제한국어교육학회
· 수록지 정보 : 한국어교육 / 32권 / 3호 / 229 ~ 260페이지
· 저자명 : 조희선, 전은주

초록

The present study aims to analyze the listening strategies used by foreign students in Korean universities and graduate schools for lecture-listening. For this purpose, we surveyed 154 foreign students, and analyzed the overall strategic patterns of lecture listening and investigated the effects of learner’s Korean proficiency and the period of acquiring lecture listening strategies. The results are as follows. First, analysis of the usage of lecture-listening strategies by the foreign students showed that cognitive strategies were most commonly used. Learners often used strategies such as ‘to do their best to concentrate on the lectures’, and ‘to make a note or a record’, while strategies such as ‘critical listening’ or ‘asking the speakers for clarity’ were seldom used. Second, learners who are proficient in Korean are more likely to use the listening strategies. Third, those with longer learning experiences do not necessarily use the listening strategies. Fourth, those with plenty of experience of listening to lectures in a university do not necessarily use the listening strategies. The above results indicate that extra education on lecture-listening strategies are needed when we provide Korean education for academic purpose to foreign students. We also need education focused on listening strategies such as ‘critical listening’ and ‘asking speakers for clarity’, which are not frequently used by foreign students. Besides, we need to remind the foreign students of the importance of using such strategies by themselves.

영어초록

The present study aims to analyze the listening strategies used by foreign students in Korean universities and graduate schools for lecture-listening. For this purpose, we surveyed 154 foreign students, and analyzed the overall strategic patterns of lecture listening and investigated the effects of learner’s Korean proficiency and the period of acquiring lecture listening strategies. The results are as follows. First, analysis of the usage of lecture-listening strategies by the foreign students showed that cognitive strategies were most commonly used. Learners often used strategies such as ‘to do their best to concentrate on the lectures’, and ‘to make a note or a record’, while strategies such as ‘critical listening’ or ‘asking the speakers for clarity’ were seldom used. Second, learners who are proficient in Korean are more likely to use the listening strategies. Third, those with longer learning experiences do not necessarily use the listening strategies. Fourth, those with plenty of experience of listening to lectures in a university do not necessarily use the listening strategies. The above results indicate that extra education on lecture-listening strategies are needed when we provide Korean education for academic purpose to foreign students. We also need education focused on listening strategies such as ‘critical listening’ and ‘asking speakers for clarity’, which are not frequently used by foreign students. Besides, we need to remind the foreign students of the importance of using such strategies by themselves.

참고자료

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