• English Language & Literature Teaching
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• no.1
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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.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.101-122
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• 2009

This study was purposed to discuss an educational concept of listening potential in ESL/EFL contexts as a counterpart of the reading potential concept in L1 contexts. As a preliminary condition for the concept of listening potential, this study investigated a relationship between reading and listening proficiency of ESL/EFL learners, focusing on roles of grammar knowledge in reading and listening comprehension. Reading and listening comprehension and grammar knowledge test scores of 231 Korean college students studying at a university in the U.S. were analyzed for this study. This study found that there was a positive correlation between reading proficiency and listening proficiency of Korean ESL college students. Grammar knowledge played significant roles accounting for reading and listening comprehension. Furthermore, this study found a difference between the reading proficiency and the listening proficiency across the stages of language development. However, results of this study did not empirically verify the concept of listening potential.

• English Language & Literature Teaching
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• v.17 no.1
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• pp.165-190
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• 2011

This research investigates listening strategies and the relationship between the employment of strategy and listening proficiency of Korean EFL middle school students. One hundred and four middle school students (N = 104) participated in this study and their strategy use was assessed through a questionnaire adapted from Oxford's (1990) SILL and O'Malley and Chamot (1990). To measure listening proficiency, the English Listening Ability Test designed by 15 city and provincial offices of education in Korea was used. The results show that students employed a moderate use of strategies; compensation strategies were used most frequently and metacognitive strategies were used the least frequently. Significant differences were found in the use of implicit strategy among different listening proficiency groups, but not in their use of behavioral strategy. Furthermore, there were significant differences in the use of implicit memory, cognitive and compensation strategies among groups of students with different listening proficiencies, but not in their use of metacognitive strategy. The results from multiple regression analysis indicate that implicit strategy use could play an important role in listening comprehension. The findings suggest the need for additional research to explore the effect of listening strategy training for English language learners.

• Speech Sciences
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• v.11 no.3
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• pp.55-68
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• 2004

The purpose of this experimental study is to investigate the relationship between English pronunciation and listening comprehension of English diphthongs and low vowels of Korean college students from the Chungnam and Gyungnam provinces. Of 22 test sentences for listening comprehension, 15 sentences were recorded by native speakers and seven sentences were edited from Springboard by Oxford University Press. For the listening comprehension test, 90 subjects from two groups, Chungnam dialect speakers and Gyungnam dialect speakers, were selected. They listened to 22 sentences produced by audio cassette tape and completed a cloze exercise. By the results of this experiment, we observed that Korean collegians of Gyungnam province showed a better listening comprehension of words including front low vowels when they preceded voiced sounds than those of Chungnam province. When the back low vowel came in an open syllable, we also recognized the same result; Gyungnam province collegians showed better listening comprehension of words including back low vowels than those of Chungnam province. As the results of Hee-Suk Park & Jung-Soak Kim(2003) showed that Gyungnam province collegians pronounced the English low vowels longer than Chungnam province collegians, we discovered that there was a positive relation between English pronunciation and listening comprehension, especially in Gyungnam province collegians. However regarding words including English diphthongs we discovered almost no relation between English pronunciation and listening comprehension.

• Proceedings of the KSPS conference
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• 2002.11a
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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.

• International Journal of Contents
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• v.11 no.4
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• pp.15-24
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• 2015

The purpose of this study was to investigate the effect of the use of video resources on improving listening comprehension. 86 students enrolled in a summer session at a Korean university participated in the study. They were assigned to one of three groups based on the results of their TOEIC test scores: 29 students were assigned to the low group, 29 students to the intermediate group, and 28 students to the advanced group. Each group studied the same lessons using authentic video materials. They were taught for 10 sessions over three weeks. The pre- and post-test design helped to determine whether authentic videos were effective in improving listening skills for all proficiency levels. In addition, a questionnaire investigated students' perceptions toward using video resources. Paired sample t-tests, ANOVAs, and an ANCOVA were utilized to identify significant differences. It was concluded that in the intermediate and advanced proficiency groups, the students' listening skills increased significantly after learning with videos. In addition, listening improvements among the intermediate and advanced students were much greater than those of the low proficiency group. As for students' perceptions toward using video resources for improving their English listening skills, they responded positively. Based on these findings, pedagogical implications are suggested, and future studies will be discussed.

• Journal of Korean language education
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• v.28 no.3
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• pp.85-104
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• 2017

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.

• 한국신재생에너지학회:학술대회논문집
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• 2009.11a
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• pp.491-491
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• 2009

Wind turbines produce aerodynamic noise which fluctuate periodically at a blade passing frequency. This sound characteristic is called amplitude modulation, or swishing sound. Several previous studies claimed that this amplitude modulation has a possibility to increase noise annoyance. Thus, this study performed a listening test to find the relationship between the amplitude modulation in wind turbine noise on noise annoyance. The stimuli for the listening test was recorded from a 1.5MW wind turbine in Jeju island. The result of the listening test shows that the amplitude modulation in wind turbine noise significantly increase noise annoyance. Moreover, this study analytically examined the effect of amplitude modulation on noise perception. The result indicates that amplitude modulated sound can be easily perceived even though the background noise level is higher than the sound level of the signal.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.93-114
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• 2011

The aim of this study is twofold. First, this study aimed to explore how Korean university students' English learning motivation is related to their English listening proficiency and study time. Second, it attempted to interpret the English learning motivation linking the two different motivation theories: self-determination theory and L2 motivational self system. The constructs of the students' L2 learning motivation were investigated with the data obtained through the questionnaire from 122 sophomore students. A factor analysis was conducted to extract the major factors of motivation. As a result, 6 factors were extracted: Intrinsic Pleasure, Identified Value Regulation, Intrinsic Accomplishment, Introjected Regulation, External Regulation, and Identified Regulation. The Interrelatedness among the assessment results on the L2 listening proficiency (pre and post test), listening study time, and motivation factors was measured by correlation coefficients. The statistical results indicated that pre-test scores were significantly related to Identified Regulation and Identified Value Regulation toward English learning, and post-test results had significant correlation with Intrinsic Accomplishment and Identified Regulation. However, no motivation subtypes showed statistical association with the students' listening study time. The results were attempted to be interpreted both under L2 motivational self system and self-determination framework to better illuminate the motivation theory with more explanatory power.

• Phonetics and Speech Sciences
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• v.5 no.3
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• pp.63-69
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• 2013

The purpose of this study was to evaluate the maximum and optimal listening speed of Korean TTS for the blind. Five blind participants took part in this study. The instruments used in this study were 17 sentence sets (2 sets for an excercise, 10 sets for a repeated test, and 5 sets for a random test), with short meaningful sentences (the same sentences for the repeated test, different sentences for the random test) with 15 differentiated speeds (Range=0.8-3.6, SD=0.2). Each participant's maximum and quickest listening speeds were calculated by objective recall accuracy (determined by the number of correctly recalled syllables/the total number of syllables in a sentence X 100) and subjective recall accuracy (recall accuracy judged by each participant's subjective evaluation). The results showed that the participants' recall accuracy had a tendency to increase as the TTS speed decreased. Participants' subjective recall accuracy was higher than objective recall accuracy in the repeated tests and vice versa in the random tests. The results also revealed that the participants' sentence familiarity had an influence on their Korean TTS listening speed.