• 한국영어학회지:영어학
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• 제1권1호
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• pp.163-185
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• 2001

Listening comprehension is an integrative and creative process of interaction through which listeners receive speakers' production of linguistic or non-linguistic knowledge. Improving listening comprehension requires continual attentiveness and interest. .Listening skill can be extended systematically only when students are frequently exposed to a wide range of listening materials with an affective, cultural, social, and psycholinguistic approach. Therefore, teachers should help students learn how to comprehend intactly the overall meaning of intended messages. Practical classroom teaching necessitates a systematic procedure in which students should take part in meaningful tasks and activities. This study purposes to investigate the effects of task-based listening comprehension instruction on improvement of EFL learners' listening comprehension and their attitude and interest. 74 freshmen who enrolled in College English conversation classes in Kongju National University participated in this study. The participants were administered listening comprehension tests and questionnaires. The results show that the listening comprehension instruction through tasks and activities has a positive impact on EFL learners' improvement of listening comprehension and their attitude and interest toward the target language as well.

• 비교문화연구
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• 제30권
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• pp.125-165
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• 2013

The purpose of this study is to find methods that allow learners to improve their listening comprehension skills. To do this, we have divided this article into three parts. In the first part, we analyzed studies focus on the skill of listening. In the second part, we are dedicated to the process steps in the study of listening comprehension. In the last part, we tried to demonstrate this by examples according to the difference in levels of learners. More specifically, we applied the questionnaires according to a typological difference. Most teachers recognize the importance of listening to complete the language proficiency of learners. Nevertheless, there are many difficulties in implementing effective methods for improving listening comprehension skills. In addition, there is a strong tendency not to consider listening as an autonomous field, but as a part of oral proficiency. In addition, we can not ignore the importance of the method of application, because it can motivate learners to both concentrate on their studies and to voluntarily participate in the course. In this sense, the Professors and teaching staff can use the examples of DELF to establish concrete goals for the course of listening. It is difficult to confirm that this study is the most effective way with regard to the methodology, but we hope it may be useful to improve the skills of listening comprehension French learners.

• 영어어문교육
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• 제1호
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• pp.109-127
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• 1995

Due to frequent international exchanges, there has been much emphasis on communication proficiency in foreign language education. However, when we look back upon teaching English in Korea over past years, we find that English teaching has been dominated mainly by Grammar-Translation Method, which makes teachers and students pay little attention to listening skill that is regarded as the basis of communication proficiency. Recently many English teachers have shown their interest in listening skill, so they come to use the textbook record tapes to improve listening skill. But listening training by textbook record tapes seems to make students feel bored. So the purpose of this study is to suggest an effective way of improving listening skill by means of Pop Songs that the students are indulged in. The processes of this study consist of three stages : 1) listening to songs, 2) explanation about structures and vocabularies in songs, 3) filling in blanks while listening. The subjects in this study are freshmen 88 students in girls' High School They are grouped into two : one is experimental group and the other control group. Among the subjects, the former have been taught by the lesson plan using pop songs, while the latter by the lesson plan using textbook record tapes. The experiment lasts about 9 months (from March to November, l994) The data for analyzing the study results have been collected from two kinds of tests : one is listening test and the other comprehensive test. The hypothesises of this study areas follows : 1) Depending on hearing materials (experimental material vs traditional material), there will be a difference in scores of listening skills between EG (experimental group) and CG (control group), 2) Depending on the interest on pop songs, there will be a difference in scores of hearing skills in CG, 3) Depending on hearing material. there will be a difference in scores of overall English skills between EG and CG, 4) Improvement in listening skill will give influence on the overall English scores. The findings of this study indicate that pop songs are effective to improve students' listening skill, that students' interest in the hearing material is important, and that listening skill is closely related to other skills, especially reading skill. It can be concluded that English teachers should make efforts to find the suitable listening materials which will help students to improve their listening proficiency effectively.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제25권4호
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• pp.343-360
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• 2022

수학 수업에서 사용하는 음성 언어에는 비교적 짧은 문장에 많은 수학적 개념과 원리가 함축적으로 들어있을뿐더러 일상생활에서 사용하지 않는 기호와 수학 용어들이 포함되어 있다. 따라서 수학 수업에서 학생들은 일반적인 듣기와 달리 자신이 알고 있는 수학적·언어적 지식을 통합하여 음성 언어의 의미를 파악하는 듣기 능력이 필요하다. 본 연구에서는 일반적인 듣기와 구분하여 수학적 내용이 포함된 음성 언어를 이해하는 능력을 수학 청해력이라 지칭한다. 본 연구의 목표는 초등학교 학습자의 수학 청해력 유형을 구체화하고 그중 초등학교 교사가 수학 학습과 관련하여 적절하다고 인식하는 유형을 조사하는 데 있다. 본 연구에서는 선행연구 분석을 통해 수학 청해력 유형을 발견하며 듣기, 해석하며 듣기, 평가하며 듣기, 선택적으로 듣기, 듣는 척하기, 무시하기의 여섯 가지 형태로 구분하였다. 초등학교 교사 412명의 설문, 추가 20명과의 면담 결과를 분석한 통합연구 조사 결과 초등학교 교사들은 수학 청해력 여섯 가지 유형 중 해석하며 듣기를 가장 적절한 듣기 유형으로 인식하고 있었다. 본 연구의 조사 결과는 학생들의 수학 청해력 실태 조사와 교사의 수학 청해력의 지도 방법 개발을 위한 기초 자료로 활용될 수 있다.

• 영어어문교육
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• 제12권3호
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• pp.25-49
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• 2006

Though a large amount of research concerning listening strategies has been conducted, the strategic behaviors of younger students in this area have received less attention. This study is a follow up study of an earlier case study by the author (2006). The purpose of this study is to verify what listening strategies Korean elementary learners use in a general L2 listening situation. 213 elementary students participated in this study, and a listening strategy questionnaire was used. ANOVA, MANOVA, Correlation and Multiple Regression Analysis were used to interpret the data. The results of this study reveal that younger participants used all four types of listening strategies, cognitive, compensation, metacognitive and affective, fairly often; however, the results also show that they differ in how frequently they use each strategy according to their listening proficiency. Overall, highly proficient learners use more strategies compared to less proficient learners. High proficiency learners use compensation strategies most and cognitive strategies least. Low proficient learners use affective strategies most and compensation strategies least. Moreover, the results showed no significant grade- or gender-related strategic behaviors, and also showed that L2 listening proficiency can be a significant predictor of strategic behavior of young learners. 12% of the variance in L2 strategic behaviors was attributable to L2 listening proficiency.

• 영어어문교육
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• 제17권1호
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• pp.1-16
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• 2011

Listening has been a neglected research area despite the crucial role it plays. The present investigation was aimed at examining how the provision of topical knowledge and learners' listening proficiency level affect learners' listening performance under four different preparatory activity conditions: topical knowledge, vocabulary list, language structure, and no activity. A total of 134 participants, assigned to the four different activity groups, took part in the study. The results revealed that the learners who were provided with topical knowledge before listening performed significantly better than the other learners, followed by the vocabulary list group and language structure group, which might be attributed to the activation of their content schemata. The learners who did not perform any preparatory activities achieved the lowest scores. When it comes to the impact of listening proficiency, it was revealed that learners' proficiency level had a significant influence on learners' listening performance, and there was a significant interaction between the learners' level of listening proficiency and preparatory activity. Providing relevant knowledge was effective for both higher level and lower level learners, whereas teaching vocabulary before listening was effective for higher level learners but was not for lower level ones. Based on the results, some pedagogical implications and suggestions for future research were discussed.

• 한국영어학회지:영어학
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• 제1권1호
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• pp.187-209
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• 2001

This study attempts to supplement what is known about the influence of prior knowledge on second language listening comprehension. To do so, the study examines the effect of prior knowledge and language proficiency on the ability of L2 listeners to understand texts. The purpose of an experiment was to determine the effect of topic familiarity on the L2 listening comprehension ability of subjects who varied in L2 listening proficiency level. The subjects (N=117) were selected from a population of college students enrolled in the Departments of English and Business in Korea. English listening proficiency levels were designated on the basis of TOEFL listening scores. Subjects listened twice each to texts (more familiar and less familiar). After listening to each text, a ten-item objective test was administered to test the subjects' comprehension of the information presented in the text. Objective tests were analyzed. using repeated measures analysis. A post hoc test was conducted to identify the means that were significantly different. This study yielded the following results: (1) subjects with high prior knowledge comprehended texts significantly better than did subjects with low prior knowledge; (2) the level of L2 listening proficiency had a significant effect on the L2 listening comprehension of texts, but there was no interaction between prior knowledge and the level of L2 listening proficiency.

• 대한한의학원전학회지
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• 제28권2호
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• pp.17-32
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• 2015

Objectives : The purpose of this study was to figure out interconnections between studies with studies of individual books that information on Listening Examination is included. Through this, what Listening Examination have looked like and how it has been developed were investigated in this study. Methods : Books that information on Listening Examination is included was investigated in order according to the stream of times. Results & Conclusions : Varied information on Listening Examination was mentioned in Neijing. Later, the development that was made in various fields went through the process of integration. Typically, Yixuezhunshengliuyao can serve an example. A previous book mentioned above and Yidengxuyan Wenzhen in the Qing Dynasty were very influential as those were quoted in not a few of books of next generation. In the Qing Dynasty, meanwhile, the new information and a variety of perspectives on the Listening Examination were raised. 'Voice' and 'sound', weakness and firmness, Listening Examination method and theoretical contents became rich in content. Different points of view as follows were raised: divided opinion on two topics such as 'voice' and 'respiration', understanding through Triple Energizer, moisture control and emphasis on relationship between Essence, Qi, Spirit and Life, etc.

• Korean Journal of Otorhinolaryngology-Head and Neck Surgery
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• 제60권3호
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• pp.99-106
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• 2017

Listening effort is defined as a listener's mental exertion required to understand a speaker's auditory message, especially when distracting conditions are present. This review paper analyzed several subjective scaling tools used to measure the listening effort in order to suggest the best tool for use with hearing-impaired listeners who have to expend much effort even in everyday life. We first explained the importance of measuring listening effort and discussed various kinds of measurements. We then analyzed and categorized 15 recently published articles (i.e., from 2014 to 2016) into three topics: performance and listening effort, listening effort and fatigue, and clinical implication of listening effort. We compared the articles in terms of pros and cons and also identified 10 tools for use in the subjective scaling. Although none of these tools were unified or standardized easily, we concluded that 7-point scale would be the most reasonable as a less time-consuming measurement for compartmentalizing the degree of listening effort. If used with objective tools for measuring the listening effort, the subjective scaling could be a powerful tool for clinical use.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2002년도 11월 학술대회지
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• pp.51-59
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• 2002

This article discusses the teaching of listening and reading skills through enhancing the awareness of pronunciation. First, it examines the problems which take place in listening comprehension, and seeks the ways in which we can teach the skill rather than simply practise it. The approaches proposed are based on micro-listening exercises which practise individual subskills of listening, especially by using the cloze test and tracking. The issue of using authentic materials is then examined for teaching recognition of the features of natural speech. Finally, it is argued that classroom activities need to take account of the true nature of real-life L2 listening.