학문 목적 한국어 듣기 교재의 텍스트 분석 - 실제성과 상호텍스트적 관계를 중심으로 -

김태연 한국문화융합학회 2022 문화와 융합 Vol.44 No.11

The purpose of this study is to analyze Korean listening texts for academic purposes and to analyze listening texts based on authenticity of the material and intertextuality. In this study, 4 types of Korean listening textbooks developed for academic purpose learners were selected and the listening texts for each unit were analyzed. In the authenticity of the material area, whether real materials is used and the genre for academic purposes are set, and in the intertextuality area, the number and difficulty of texts, and the relationship and arrangement between texts are set. As a result of the analysis, the materials used in each textbook generally used a unified format, and there were no textbooks using three types of materials at the same time. Also, as a result of examining the discourse genre, three textbooks were all focused on the lecture listening type, and the remaining one presented various genres. On the other hand, as a result of analyzing the intertextuality between texts, the two textbooks used multiple texts. In relation between texts, one long lecture discourse was presented by dividing it into two listening texts and the contents of the two texts were sequentially connected. First, the ratio of actual material use should be different according to the proficiency of learners for academic purposes, and texts should be provided that appropriately mix the three types of materials. In addition, it is necessary to provide various one-way and two-way listening texts by reflecting an appropriate ratio for each type, focusing on the listening genre that learners directly experience in the academic context. Finally, based on an understanding of intertextuality, it is necessary to try to construct a listening texts.

한국어 듣기 교재에 대한 텍스트기호학적 분석

백승주 중앙어문학회 2022 語文論集 Vol.91 No.-

In contrast to other classes where learners can check their learning content when they need it, it is difficult in listening classes. The only time learners can check the ‘listening content’ is while performing listening activities. Due to these limitations, the composition of listening textbooks is more difficult than in other textbooks. The listening textbook’s text is the only clue learners can rely on for understanding listening content, whereas for instructors, it is the only tool that can provide learners with input and output opportunities. In this study, we investigated how these restrictions are overcome in Korean listening subject textbooks from the perspective of text-semiotic analysis. To this end, the two textbooks were compared and analyzed. Text-semiotic analysis was performed following two procedures. The first analysis procedure is the analysis of ‘communication participants and the acceptance pattern of text.’ This analysis includes ‘classroom situation analysis,’ ‘class situation analysis,’ and ‘teacher and learner situation analysis.’ The second analysis procedure is ‘text structure analysis,’ which includes ‘separate partial text from the full text and superficial communication function analysis,’ ‘Analysis of the usage patterns and relationships of language signs and visual signs,’ and ‘interpretation of partial text function and teaching learning intention according to the class stage.’ The analysis revealed that the two textbooks were based on the same teaching method and listening model, but there were differences in various points. In the case of textbook A, one listening content was designed to be taught and learned through 10 partial texts, whereas in the case of textbook B, two listening contents were composed of five partial texts. It was confirmed that the patterns of coherence and cohesion between the partial texts of textbook A and textbook B appeared differently. Textbook A provides learners with abundant input and output opportunities. However, in the case of textbook B, it was found that coherence and cohesion were weak, and thus the provision of opportunities for input and output is insufficient. 필요할 때 교수학습 내용을 확인할 수 있는 다른 과목과는 달리 듣기 수업은 교수학습내용을 확인하는 것이 어렵다. ‘듣기 내용’은 듣기 활동을 수행할 때만 확인할 수 있기 때문이다. 이런 제약 때문에 듣기 교재의 구성은 다른 교재에 비해 더 까다롭다. 듣기 교재텍스트는 학습자에게는 의존할 수 있는 유일한 단서이고, 교수자에게 입력과 출력 기회를제공할 수 있는 유일한 도구이다. 이 연구에서는 한국어 듣기 과목 교재에서 이런 제약을어떤 방식으로 극복하고 있는지를 텍스트기호학의 관점에서 살펴보았다. 이를 위해 의사소통 중심 교수법과, 하향식 듣기 모형을 기반으로 하는 두 교재를 비교 분석하였다. 텍스트기호학적 분석은 크게 두 가지 절차를 따라 수행되었다. 첫 번째 분석 절차는 ‘의사소통 참여자 및 텍스트의 수용 양상’ 분석이다. 이 분석에는 ‘교실 상황 분석’, ‘수업 상황 분석’, ‘교사 및 학습자 상황 분석’이 포함된다. 두 번째 분석 절차는 ‘텍스트 구조 분석’으로이 절차 안에는 ‘부분텍스트 판정 및 표면적 의사소통 기능 분석’, ‘언어기호 및 시각기호의 사용 양상 및 관계 파악’, ‘수업 단계에 따른 부분텍스트의 기능 및 교수 학습 의의 분석’이 포함된다. 분석 결과 두 교재가 같은 교수법과 듣기 모형에 기반하고 있지만, 여러가지 지점에서 차이가 있다는 것을 확인할 수 있었다. A 교재의 경우 하나의 듣기 내용을부분 텍스트 10개를 통해 교수 학습하도록 설계되어 있었지만, B 교재의 경우 두 개의 듣기 내용을 5개의 부분 텍스트로 구성하고 있었다. A 교재와 B교재의 부분 텍스트들 간의응집성과 응결성의 양상이 다르게 나타난다는 점을 확인할 수 있었다. A 교재는 부분 텍스트들이 형식적으로나 내용적으로 긴밀하게 결속되어 있어, 학습자에게 풍부한 입력과출력 기회를 제공할 수 있었다. 그러나 B교재의 경우는 응집성과 응결성이 약하고, 따라서입력과 출력의 기회 제공이 부족한 것으로 나타났다.

학령기 단순언어장애아동의 이야기글과 설명글에서의 듣기이해

이현정(Hyun Jung Lee) 한국언어치료학회 2015 언어치료연구 Vol.24 No.3

Purpose: Listening comprehension is a primary skill for learning and school-aged children spend much time listening in school. School-aged children need good listening comprehension with various text types. However, school-aged children with specific language impairment (SLI) may have listening comprehension difficulties due to their reduced language abilities. This study aims to examine the listening comprehension of school-aged children with SLI according to text types.Methods: A total of 30 children in fourth and fifth grade participated in this study, with 15 children have SLI and 15children having typical development (TD). Four narrative texts and 4 expository texts were used to test literal andinferential listening comprehension. Results: First, children with SLI had low listening comprehension abilities (total scores,narrative text scores, expository text scores) compared children with TD. Second, children with SLI had low literal listening comprehension abilities as well as inferential listening comprehension abilities in narrative and expository texts compared with children with TD. However, both groups showed higher literal listening comprehension abilities than inference. There were differences between the two groups in inferential listening comprehension abilities. The children with TD showed higher mean scores in narrative than expository texts, otherwise children with SLI showed higher mean scores in expository than narrative texts. Conclusions: As a results of this study, children with SLI showed lower listening comprehension abilities than children with TD. There were similarities between the two groups in listening comprehension abilities by text types, however there were differences in inferential listening comprehension abilities. This study suggests that children with SLI need to learn particular skills for improving their listening comprehension abilities by text types and need to improve their language knowledge for inferential listening comprehension abilities

텍스트 유형별 듣기 전 활동 분석 연구:한국어 교재를 중심으로

박형욱(Park Hyeonguk) 부경대학교 인문사회과학연구소 2021 인문사회과학연구 Vol.22 No.2

본 연구에서 한국어 교재의 듣기 전 활동을 텍스트 유형별로 밝혀 보완해야 할 점을 파악하여 그 보완점을 반영한 듣기 전 활동의 필요성을 알리는 데에 목적이 있다. 듣기 교육에서 듣기 전 활동은 청자가 화자의 발화 의도를 정확하게 이해하여 제대로 된 의사소통을 수행하는 데 중요하다. 그러나 여전히 듣기 활동은 보조적 수단에 머무르고 있으며 듣기 전 활동에 대한 다양성 역시 부족하다. 따라서 본 연구에서는 한국어 교재에 나타난 듣기 전 활동의 실태를 조사해보고 어떤점이 보완되어야 할지 알리고자 한다. 이를 위해 선행연구들을 바탕으로 듣기 전 활동을 10가지 유형으로 분류하였고, 교재 내 듣기 텍스트를 제보적 텍스트, 표현적 텍스트, 설득적 텍스트, 사회적 상호작용 텍스트, 감상적 텍스트로 구분하였다. 이러한 분석 틀을 가지고 텍스트 유형별 듣기 전 활동을 한국어 교재 3종을 통하여 분석하였다. 분석 결과, 한국어 교재에서는 제보적 텍스트와 사회적 상호작용 텍스트가 듣기 텍스트의 대부분을 차지하고 있으며, 그 외 텍스트는 교재마다 근소한 차이가 있음을 확인하였다. 또한 교재 내 어떤 듣기 전 활동이 나타나는지 조사하였는데 10가지의 듣기 전 활동 중 ‘시각자료를 이용한 듣기 활동’, ‘어휘(표현) 학습하기’가 대부분을 차지하고 있음을 확인하였다. 이러한 결과를 바탕으로 듣기 텍스트 유형별 듣기 전 활동을 다시 분류하여, 듣기 텍스트 유형별 어떤 듣기 전 활동 유형을 제시하고 있는지를 비교·분석하였다. 이를 통해 교재 내 듣기 텍스트의 목적과 기능이 제각각이기 때문에 효과적이고 다양한 듣기 전 활동 구현이 학습자의 의사소통능력을 한층 더 향상시킬 수 있음을 기존 연구와 교재 분석을 통해 확인할 수 있었다. 본 연구를 통해 앞으로 숙달도별 듣기 텍스트 개발과 텍스트에 따른 듣기 전 활동의 제안과 그것에 대한 검증까지 이루어지는 연구가 나오길 기대한다. This study aims to understand the points to supplement by identifying prelistening activities in Korean textbooks by text type and inform of the necessity of prelistening activities that reflect the supplementation In listening education, prelistening activities are important when listeners understand the intentions of the speakers’ utterances accurately to perform proper communication. However, the listening activities remain supplementary means, and there are insufficient diversities of the prelistening activities as well. Thus, this study would investigate the actual conditions of prelistening activities in Korean textbooks and inform of the points to supplement. For this purpose, based on the preceding studies, this study classified prelistening activities into 10 types and divided listening texts in the textbooks into informative text, expressive text, persuasive text, social interaction text, and sentimental text. With such an analysis framework, this study analyzed the prelistening activities by text type through three kinds of Korean textbooks. As a result of the analysis, in the Korean textbooks, informative texts and social interaction texts took up most of the listening texts, and there were slight differences in the other texts according to the textbooks. In addition, this study investigated what kinds of prelistening activities appeared in the textbooks and confirmed that “Listening activities using visual materials” and “Learning vocabulary (expression)’ took up most of the 10 kinds of prelistening activities. Based on such results, this study classified prelistening activities again by the type of listening text to conduct a comparative analysis on what types of prelistening activities were presented by each listening text. It was confirmed through the existing research and textbook analysis that the implementation of various prelistening activities could further enhance learners’ communication skills since the purpose and function of listening texts in the textbooks would differ. Hopefully, through this study, studies would come out, which develop listening texts by proficiency, propose prelistening activities according to the texts and test them.

Investigating Linguistic Features of Scripted and Semi-Scripted Spoken Texts

Panjanit Chaipuapae 한국코퍼스언어학회 2018 Corpus Linguistics Research Vol.4 No.-

Previous studies argued that most listening tests used scripted texts which may not represent real-world spoken discourse and that semi-scripted texts should be used (Clark, 2014). However, only a few studies investigated the extent to which these two types of spoken texts are different (Wagner, 2016). This study aimed to identify linguistic features which distinguished scripted from semi-scripted texts. Two corpora were created based on transcripts of standardized listening tests: the reference corpus (the scripted texts) and the target corpus (the semi-scripted texts). Using lexico-grammatical and phonological analyses, results revealed that the semi-scripted texts were different from the scripted counterparts regarding dysfluencies and discourse connectors. Despite the limited number of texts, these findings echoed results from studies using much larger corpora (Biber, 2006). Interpretation and explanations were provided using a register variation framework (Biber & Conrad, 2009). Implications for L2 listening pedagogy and assessment were also addressed.

이주여성의 한국어 듣기 평가에 대한 일고찰 - 이주여성들을 위한 새로운 한국어 듣기 평가 패러다임

박미엽 국어문학회 2012 국어문학 Vol.52 No.-

This paper is on the assessment(or evaluation) of Listening. This paper built a new paradigm of Listening assessment to develop the Listening Skill and Linguistic competence of the immigrated women in Korea. Using the accepted texts, this paper compared with text's contents and each listening question. According this compare, we know that the listening questions didn't reflect especially words and grammars in the texts. Also, the kind of listening question item is so simple like yes/no question in the texts. And the feature of listening question was linear like just evaluation for evaluation of the listening. It has to extend the range of linguistic competence from listening to another areas like writing, reading etc. These are kinds of extensive and intensive listening. Consequently, changing the new paradigm of listening assessment from the old paradigm, especially alternative assessment for the immigrated women is really crucial to develop listening skills and listening competence. Because it creates new instruction methods and encourages learners' motivation of language acquisition. 본 연구는 한국어 듣기 평가에 관한 것이다. 특히 이주여성들의 한국어능력과 수행을 발전시키기 위해서는 기존의 패러다임에서 벗어나 새로운패러다임의 모색이 필요하다. 이를 위해서 본 연구는 이주여성을 가르치기위한 공인 교재의 내용 중 듣기 문제를 비교 연구함으로써 몇 가지 문제점을 지적하고 이를 바탕으로 새로운 패러다임을 설정해보았다. 해당 교재에 있는 어휘나 문법들이 해당 과의 듣기 문제에 전혀 반영이되어있지 않다거나 문제의 유형이 단조롭거나 초급에서 고급까지의 문제유형이 거의 변함이 없어 다양화가필요하다는 점 등이 드러났다. 이를 해결하기 위해서는 확장되고 깊이있는 문제 유형들의 변화가 있어야 하고,단선적으로 평가만을 위한 듣기 문제여서는 안 되기 때문에 통합적인 듣기문제로의 변화가 필요함을 알 수 있었다. 결론적으로 구 패러다임에서 신 패러다임으로의 변화, 본 연구에서 언급하고 있는 대안적 평가는 특히 이주여성들의 언어능력과 수행에 많은영향을 줄 것으로 기대한다. 대안적 평가의 가장 큰 특질은 실제로 언어수행을 할 수 있어야 하는 것이 관건인데, 이를테면 친구나 가족 등과의대화에서 언어수행이 자연스럽게 이루어질 수 있는가에 대한 평가이다. 이를 통해서 교사는 교수법을 새로이 모색할 수 있고, 이주여성들은 언어능력과 수행의 향상에 동기부여를 할 수 있다.

담화 능력 배양을 위한 한국어 듣기 텍스트 구성 방안 연구

김태연 ( Tae Yeon Kim ),김재욱 ( Jae Wook Kim ) 한국외국어대학교 외국어교육연구소 2007 외국어교육연구 Vol.21 No.2

The purpose of this paper is to analyze texts according to the characteristics, type, and structure of discourse, with a focus on the discourse competence which has been basically required for communication with the Korean listening texts. Based on this, it aimed at recomposing the listening texts to improve discourse competence. It set the items of analysis first in order to compose the listening texts which made the most of the characteristics of the spoken discourse, as the listening texts were regarded as utterances by the medium of spoken language centering around the spoken discourse. The items of analysis were set through the mode of formality according to discourse marker, turn-taking, ellipsis phenomenon, and relation of speakers. Chapter Ⅱ analyzed the listening texts in detail, and Chapter Ⅲ suggested some methods to compose the existing listening texts using the results of the listening text analysis conducted in Chapter Ⅱ, and practically recomposed the texts based on the methods.

단서 제시 방법이 한국어 학습자의 듣기 평가 결과에 미치는 영향 연구

정성헌 ( Jeong Seong Heon ) 연세대학교 언어정보연구원 2018 언어사실과 관점 Vol.44 No.-

The purpose of this study is to investigated the effects of the text composition on lerners’listening achievement in Korean listening tests. The text of listening tests need to be differentiated from reading text by reflecting the essential properties of listening. In particular, arrangement and statement method of clue of correct answer will have a great effect on the learners’listening comprehension. Because listening is done in verbal language, the effect of listening depends on how information is delivered. First, the amount that the learner can remember is limited. therefore, results of the listening test will depending on whether the clues of the answer appear at the beginning or at the end. Also, presenting the clues in one sentence or dividing sentences by adding pauses and changing intonation will positively affect learners' listening comprehension. Therefore, this study confirms the effect of these factors on learners' listening comprehension in listening text. And the result of this study is suggested as a factor of constructing listening text. For this study, 56 intermediate and advanced level learners were recruited. And listening test was conducted using the experimental paper with arrangement and statement method of clue. As a result of the analysis, there was a difference in the effect of arrangement of clue on result of listening test by learners' proficiency. Furthermore it was confirmed that the change of the clue's statement has a more positive effect on the advanced level learner than intermediate level learners.

Learner-Generated Digital Listening Materials Using Text-to-Speech for Self-Directed Listening Practice

Moon, Dosik The Institute of Internet 2020 International Journal of Internet, Broadcasting an Vol.12 No.4

This study investigated learners' perceptions of using self-generated listening materials based on Text to Speech. After taking an online training session to learn how to make listening materials for extensive listening practice outside the classroom, the learners were engaged in practice with self-generated listening materials for 10 weeks in a self-directed way. The results show that a majority of the learners found the TTS-based listening materials helpful to reduce anxiety toward listening and enhance self-confidence and motivation, with a positive effect on improving their listening ability. The learners' general satisfaction can be attributed to some beneficial features of TTS-based listening material, including freedom to choose what they want to learn, convenient accessibility to the material, availability of various native speakers' voices, and novelty of digital tools. This suggests that TTS-based digital listening materials can be a useful educational tool to support learners' self-directed listening practice outside the classroom in EFL settings.

The Effects of Listening Encoding Strategy Use on Korean EFL Learners’ EAP Listening Comprehension

차현지 대한언어학회 2016 언어학 Vol.24 No.2

Cha, Hyun Ji. (2016). The Effects of Listening Encoding Strategy Use on Korean EFL Learners’ EAP Listening Comprehension. The Linguistic Association of Korea Journal, 24(2), 73-100. The present study examined intermediate EFL Korean College students’ academic listening comprehension when they listened to different types of EAP (English for academic purposes) listening texts such as lectures and academic seminars. The current study would examine whether there would be any differences between lecture listening and academic seminar listening. This study would look into what impact these listening encoding strategies would have on listening comprehension. Their performance was based on several tests such as recognition tests, free recall tests and cued recall tests. The results presented that there was a statistically difference between note-taking and listening-only. Note-taking significantly influenced EFL college learners’ academic listening comprehension. There was a statistically significant effect of proficiency on listening comprehension. Learners in the high-intermediate level performed better on listening comprehension than those in the low-intermediate level. The result revealed a significant difference between outlining and listening-only in recognition tests. Outlining was statistically different from note-taking in free recall tests. In addition, a significant difference between note-taking and listening-only in free recall tests was detected. The result showed a significant difference between outlining and note-taking on academic listening of free recall tests. There was a significant difference between note-taking and listening-only on academic listening of free recall tests. High-intermediate learners reported that in academic seminars and lectures, note-taking strategy was useful. For high-intermediate learners, guiding outline to listening to academic seminars and lectures was helpful. High-intermediate listeners were likely to outperform other groups in cued recall tests and reported this test as the easiest one.